Introduction

While the Division of Valencia City has exerted considerable

efforts to achieve zero non-readers at the end of School Year 2018-
2019, still a number of learners were found to be struggling with
reading. As revealed by the results of the reading posttest conducted
by schools in February 2019, there are about 57 non-readers and
6,153 frustration readers in English and 116 non-readers and 5,864
frustration readers in Filipino out of the 25,874 learners from grades
4-10. If these children are to succeed in school and in life, they must
be provided with needed intervention for them to develop essential
skills to become fluent readers even before another school year
starts.
Cognizant of its responsibility to learners who struggle with
reading, the Division extends them another compassionate gesture to
help through the Enhanced Summer Reading Camp.
The Summer Reading Camp is a weeklong academic
enrichment program focused on reading and blended with scouting
activities, fun games, play, oral interpretation, social skills and music.
It offers a highly engaging opportunity for learners to improve their
reading skills.
Because the activity addresses the existing problems on
reading deficiencies of learners and further nurture their love for
reading, it is seen to contribute significantly to the Division’s “No
Valenciano is left behind” principle.
Following is the comparative presentation of the SY 2018-
2019 reading pretest-posttest results to justify the need to conduct the
Enhanced Summer Reading Camp.
Minutiae of the Reading Camp

I. Objectives
The 2019 Summer Reading Camp intends to:
a. help non-readers read;
b. enable frustration readers to comprehend what they
read;
c. develop instructional readers’ comprehension skills and
improve oral interpretation skills;
d. enhance the reading abilities of participants through
various fun-filled outdoor activities;
e. train lifelong readers who will find reading a worthwhile,
profitable and pleasurable activity; and
f. hone abilities in teaching reading of teacher-volunteers.

II. Camp Schedule

The Summer Reading Camp is a one-week activity happening
from April 22 to 26, 2019. It shall be conducted daily on these dates
from 8:00 a.m. to 5:00 p.m. inclusive of a one-hour lunchbreak.
Schools with unusual conditions may have their camp conducted at
any chosen time as long as the 8-hour time allotment per day will be
observed.

III. Participants
Participation in the Reading Camp is voluntary. However,
schools are enjoined to encourage all identified non-readers and
frustration readers to participate. Other types of readers in school are
also welcome. Schools shall also invite select pupil/student
government organizations and learners from honor classes to serve
as models/co-facilitators.
Stakeholders’ participation in whatever form shall, likewise, be
sought to add color to the event.
IV. Facilitators
School Reading Coordinators and Subject
Coordinators/Department Heads in both English and Filipino shall
work closely with the School Heads for the attainment of the
objectives of the Reading Camp in their respective schools. English
and Filipino teachers and class advisers with non-readers and
frustration readers shall be tapped to facilitate activities of the different
camps. Since reading is everybody’s concern, other teachers may
also be asked to help.

V. Service Credits
Since Reading Camp is on summer, service credits shall be
granted to permanent teachers who will serve as camp facilitators
after evaluation of their total number of hours rendered in the activity
as reflected in the Form 48 (DTR). Every eight (8) hour-service
rendered is equivalent to one (1) day service credit. The maximum
service credits a teacher may earn for the activity is five (5) days.
Only those who are not required to report to school on summer
breaks are entitled to service credits. Hence, participating non-
teaching personnel, head teachers, school heads and supervisors
cannot claim service credits.
Non-permanent teachers and other volunteer-facilitators may
be given Certificates of Recognition.

VI. Requirements for Claim of Service Credits

For claim of service credits, the following documents are
required from schools:
1. Memorandum (Division Memorandum No. 103, s. 2019)
2. Form 48 signed by the School Head
3. Summary of Number of Hours Rendered by the Teacher
4. Narrative Report with photos following this template:

‘
Title Page
Inside Pages
A. INTRODUCTION
B. BODY
1. Advocacy
Announcements and information
dissemination regarding the conduct of the
Summer Reading Camp in your school
2. Kick Off & Opening Program
How was it done?
Who participated in the activity?
3. Campers
Who were the participants and what were their
reading levels?
What was the total number of participants?
How were they grouped?
How was the attendance monitored?
4. Teachers-Facilitators
Who were they?
How were they identified?
How were they involved?
What preparation did they have?
5. Instructional Materials Used
What were they?
How were they selected?
6. Instructional Support
What support was extended by the School
Head/Department Head?
7. Stakeholders Support
Who were the stakeholders?
What form of support had they extended?
How was the conduct of the Reading Camp
affected by their presence?
8. Increment in the Participant’s Reading
Level
Was there significant improvement in the
learners’ reading level (present reading level
vs. result of the posttest given at
the end of the Reading Camp)?
 C. CONCLUSION
D. RECOMMENDATIONS FOR FUTURE CONDUCT
OF READING CAMPS

All requirements for claim of service credits shall be submitted

by school to Dr. Jayvy C. Vegafria, EPS 1 – English on or before
May 24, 2019 through the Receiving Section.

VII. Camp Organization

To maximize learning and for easy monitoring, schools shall
group Reading Camp participants by sub-camp (by grade level) and
then by patrol. A patrol will have 15 to 20 learners from the same
grade level or a combination of 2 or more grade levels for schools with
few participants.

SCHOOL
Sub Camp 1 READING CAMP Sub Camp 4
(Grade 7) (Grade 10)

Sub Camp 2 Sub Camp 3

(Grade 8) (Grade 9)

Figure 1. Illustration showing how reading camp participants will be divided into sub
camps.

Sub Camp 1
(Grade 7)
Patrol
1 Patrol
3

Figure 2. Illustration showing Patrol

how Patrols are formed. 2
 Each patrol shall be handled by 1 English teacher and 1
Filipino teacher as facilitators. They shall work hand in hand to
ensure that activities are implemented as planned and that learners
are learning from and enjoying every activity. In the absence of
these teachers, the School Head may tap teachers from other field
of specialization as facilitators.
If available, the School Head may also assign pupil/student
body organization officers and learners from top classes to serve as
co-facilitators.
All patrols shall be given specific names under the general
name of the sub camp where they belong. For example, if the school
decides to have famous Filipino authors/writers as sub camp name
for grade 6, then Patrol 1 may be labelled N.V.M. Gonzalez, Patrol 2
Carlos Bulosan, and Patrol 3 Nick Joaquin.
It is strongly suggested that sub camp names should be
related to Reading and Literature. It could be: 1) titles of famous
literary works, 2) literary characters, 3) gods and goddesses, 4)
names of literary writers, among others.

VIII. Monitoring, Evaluation and Provision of Technical

Assistance
Other than the school level monitoring and evaluation team, a
group of Education Program Supervisors and Public Schools District
Supervisors will be deployed to every district to provide technical
assistance and to closely monitor and evaluate the conduct of the
Reading Camp. They shall be using the M&E tool below:
 2019 SUMMER READING CAMP
Monitoring and Evaluation Tool

School: ___________________________________ School ID: _______________

School Head: ______________________________
Reading Coordinators/s: ______________________________________________

CRITERIA WEIGHT POINTS

I. Advocacy
What announcements and information dissemination regarding the
conduct of the Summer Reading Camp in your school were made?
_________________________________________________________ 10
_________________________________________________________
_________________________________________________________

II. Kick Off/Opening Program

Describe how it was done and who the participants were.
_________________________________________________________
______________________________________________ 10
______________________________________________

III. Participation
What was the percentage of participation vs. SY 2018-2019
enrollment?
______________________________________________ 15
______________________________________________
______________________________________________

IV. Cohort Survival

What was the attendance and the rate of participation at the end of
the Reading Camp?
_________________________________________________________ 25
_________________________________________________________
_________________________________________________________
 CRITERIA WEIGHT POINTS
V. Stakeholders and LGU Participation
Who were the stakeholders and what support had they extended to
concerning conduct of Reading Camp?
_________________________________________________________ 15
______________________________________________
______________________________________________

VI. Increment in the Participant’s Reading Level

Describe the significant improvement in the learners’ reading level
(present reading level vs. result of the to-be-conducted posttest at the
end of the Reading Camp)?
______________________________________________ 25
______________________________________________
______________________________________________

TOTAL 100

________________________________
Signature Over Printed Name of Monitor

Below is the composition of teams assigned to monitor,

evaluate and provide TA in the different districts.

District/School Assigned Monitors

1 & VNHS Margarita B. Bebanco, PhD

Emelita F. Rey, PhD
2 Fortunato R. Ocaya, Jr.
Cecilia E. Ingotan, EdD
3 Lorelie V. Gamutan, PhD
Margie M. Bayagna, PhD
4 Jimbo Russell C. Agbayani
Freddie Palapar
5 Jayvy C. Vegafria, PhD
Phebe S. Antiquina, EdD
6 Ruel C. Duran, PhD
Ronnie Babanto
7 Yeselucio N. Patriarca
Jose V. Gregori
 8 Jouven B. Okit
Edezar C. Tagadiad, EdD
9 Sarah Jane A. Valdez
Zaldy G. Ampong
10 Noemie M. Pagayon
Maritel L. Agbayani, PhD

IX. Source of Funds

All expenses relevant to the conduct of the activity shall be
charged against school local funds or any other sources of funds
subject to the usual accounting and auditing rules and regulations.

X. Materials
Teacher-facilitators are free to choose reading materials to
be used in the Reading Camp which can be in English or Filipino.
They are, however, reminded to always consider the six (6) basic
pedagogical criteria for selection of reading texts. These include:
1. Readability – the reading passages should be
linguistically and culturally accessible and within the
learner’s reach in terms of content, topic familiarity and
conceptual difficulty.
2. Authenticity – reading materials should provide
exposure to natural input and real-life language data and
not for mere linguistic purposes only.
3. Length/Size – the texts must be of reasonable length.
The rationale behind this is to secure variations in
reading speed and to process texts for different
purposes.
4. Suitability of Content – texts should be appealing to
learner’s interest and chiming with their age, maturation
level, knowledge of the world, etc.
5. Exploitability – texts should lend themselves to different
exploitation for them to be useful for teaching intensive
reading.
 6. Variety – learners are allowed exposure to and training
in different types of text, such as narrative, descriptive,
argumentative, expository, etc.

XI. Matrix of Activities

Although the Reading Camp is school-based, schools shall
adopt the activities prepared by the Division Office. For the
mechanics of every activity, School Heads are advised to ask for
printouts from EPS Noemie M. Pagayon for Elementary and EPS
Jayvy C. Vegafria for Secondary.

Matrix for Elementary Schools:

Date & Time Activity Facilitator/In-Charge
April 22-26, 2019
English and Filipino
7:00 – 8:00 Arrival and Settling Down
Reading Coordinators
April 22, 2019 (Day 1)
School Head
8:00 – 9:00 Opening Program
Reading Coordinators
9:00 – 9:30 Orientation Patrol Facilitators
9:30 – 9:45 HEALTH BREAK
9:45 – 10:15 Getting to Know You Patrol Facilitators
Let’s Have Fun
10:15 – 10:30 Patrol Facilitators
Letter Games
10:30 – 11:00 Yell Practice Patrol Facilitators
11:00 – 12:00 Lunch Preparation Patrol Facilitators
12:00 – 1:00 LUNCH BREAK
1:00 – 1:15 Attendance Check Patrol Facilitators

1:15 –3:00 Story Telling Patrol Facilitators

3:00 – 3:15 HEALTH BREAK

Guessing Game
3:15 – 4:45 Guess my Word Patrol Facilitators
Facilitators & Advisers
4:45 – 5:00 Patrol Facilitators
Meeting
April 23, 2019 (Day 2 )
Checking of Attendance
7:30 – 8:00
Unfreezing Activities Reading Coordinators
8:00 – 9:30 Reading Time Patrol Facilitators
9:30 – 9:45 HEALTH BREAK
 Patrol Facilitators
9:45 -10:30 Word Puzzle
Patrol Facilitators
10:30 – 11:00 Songs & Rhymes Patrol Facilitators

11:00 – 12:00 Lunch Preparation Patrol Facilitators

12:00 – 1:00 LUNCH BREAK
1:00 – 1:15 Attendance Check Patrol Facilitators
Story Telling
1:15 –3:00 Patrol Facilitators
3:00 – 3:15 HEALTH BREAK
3:15 – 4:45 Spelling / Jazz Chants Patrol Facilitators
Camp Facilitators
Facilitators & Advisers
4:45 – 5:00 Reading Coordinators
Meeting Advisers

April 24,2019 Day 3

Checking of Attendance
7:30 – 8:00
Unfreezing Activities Reading Coordinators
8:00 – 9:30 Reading Time Patrol Facilitators
9:30 – 9:45 HEALTH BREAK
9:45 -10:30 Word Hunting Patrol Facilitators
Patrol Facilitators
10:30 – 11:00 Verse Choir Patrol Facilitators

11:00 – 12:00 Lunch Preparation Patrol Facilitators

12:00 – 1:00 LUNCH BREAK
1:00 – 1:15 Attendance Check Patrol Facilitators
Madulang Pagkukwento
1:15 –3:00 Patrol Facilitators
3:00 – 3:15 HEALTH BREAK
3:15 – 4:45 Readers’ Theater Patrol Facilitators
Camp Facilitators
Facilitators & Advisers
4:45 – 5:00 Reading Coordinators
Meeting Advisers

April 25, 2019 (Day 4 )

Checking of Attendance
7:30 – 8:00
Unfreezing Activities Reading Coordinators
8:00 – 9:30 Reading Time Patrol Facilitators
9:30 – 9:45 HEALTH BREAK
Fun in Reading
9:45 -10:30 Patrol Facilitators
Games
Patrol Facilitators
10:30 – 11:00 SulKas Tula / Poem Patrol Facilitators

11:00 – 12:00 Lunch Preparation Patrol Facilitators

12:00 – 1:00 LUNCH BREAK
1:00 – 1:15 Attendance Check Patrol Facilitators
Story Telling
1:15 –3:00 Patrol Facilitators
3:00 – 3:15 HEALTH BREAK
3:15 – 4:45 Talent Show Patrol Facilitators
Camp Facilitators
Facilitators & Advisers
4:45 – 5:00 Reading Coordinators
Meeting Advisers

April 26, 2019 (Day 5 )

Checking of Attendance
7:30 – 8:00
Unfreezing Activities Reading Coordinators
8:00 – 9:30 Reading Time Patrol Facilitators
9:30 – 9:45 HEALTH BREAK
Posttest
9:45- 11:00 Patrol Facilitators

11:00 – 12:00 Lunch Preparation Patrol Facilitators

12:00 – 1:00 LUNCH BREAK
1:00 – 1:15 Closing Program Patrol Facilitators
& Awarding of Certificates
1:15 –3:00 Patrol Facilitators
3:00 – 3:15 HEALTH BREAK
3:15 – 5:00 Home Sweet Home
 For Secondary Schools:

Date & Time Activity Facilitator/In-Charge

March 25 to April 19, 2019
English and Filipino
Advocacy/Information
teachers
8:00 – 5:00 dissemination, Registration
Class advisers
and Grouping of Participants
Reading Coordinators
April 22, 2019 (Day 1)
7:00 – 8:00 Arrival
School Head
8:00 – 9:00 Opening Program (Plenary)
Reading Coordinators
9:00 – 9:30 Orientation by Camp Patrol Facilitators
9:30 – 9:45 HEALTH BREAK
Reading of text* about Camp
9:45 – 10:15 Patrol Facilitators
Name
Crafting of Camp Yell from
10:15 – 10:30 Patrol Facilitators
Readings
10:30 – 11:00 Yell Practice Patrol Facilitators
Lunch Preparation (All
instructions/tasks should be written
11:00 – 12:00 Patrol Facilitators
on a sheet of paper* to be read by
assigned campers)
12:00 – 1:00 LUNCH BREAK
1:00 – 1:05 Attendance Check Patrol Facilitators
1:05 – 1:30 Sing Along Time Patrol Facilitators
1:30 – 2:30 Story Reading Hour* Patrol Facilitators
Treasure Quest (Search for a
2:30 – 3:00 Patrol Facilitators
Reader’s Theater piece*)
3:00 – 3:15 HEALTH BREAK
3:15 – 4:45 Reader’s Theater (Reading of Patrol Facilitators
piece, assignment of roles, practice)
Reminders for Next Meeting
4:45 – 5:00 Patrol Facilitators
Closing Prayer
 Date & Activity Facilitator/In-Charge
Time
April 23, 2019 (Day 2)
School Head
8:00 – 8:30 Preliminaries (Plenary)
Reading Coordinators
School Head
8:30 – 9:30 Reader’s Theater Presentation
Reading Coordinators
9:30 – 9:45 HEALTH BREAK
9:45 – 10:30 Crazy Word Chains Patrol Facilitators
10:30 – 11:00 Alphabet Scavenger Hunt Patrol Facilitators
Lunch Preparation (All
instructions/tasks should be written on a
11:00 – 12:00 Patrol Facilitators
sheet of paper* to be read by assigned
campers)
12:00 – 1:00 LUNCH BREAK
1:00 – 1:05 Attendance Check Patrol Facilitators
1:05 – 1:30 Sing Along Time Patrol Facilitators
1:30 – 2:30 Story Reading Hour* Patrol Facilitators
3:00 – 3:15 HEALTH BREAK
3:15 – 4:45 Jazz Chant* Patrol Facilitators
Reminders for Next Meeting
4:45 – 5:00 Patrol Facilitators
Closing Prayer
April 24, 2019 (Day 3)
School Head
8:00 – 8:30 Preliminaries (Plenary)
Reading Coordinators
School Head
8:30 – 9:30 Jazz Chant Presentation
Reading Coordinators
9:30 – 9:45 HEALTH BREAK
9:45 – 10:30 Spell and Read Patrol Facilitators
10:30 – 11:00 Message Relay Patrol Facilitators
Lunch Preparation (All
instructions/tasks should be written on a
11:00 – 12:00 Patrol Facilitators
sheet of paper* to be read by assigned
campers)
12:00 – 1:00 LUNCH BREAK
1:00 – 1:05 Attendance Check Patrol Facilitators
1:05 – 1:30 Sing Along Time Patrol Facilitators
1:30 – 2:30 Story Reading Hour* Patrol Facilitators
2:30 – 3:00 Scramble Anagram Patrol Facilitators
3:00 – 3:15 HEALTH BREAK
3:15 – 4:45 Choral Reading* Patrol Facilitators
Reminders for Next Meeting
4:45 – 5:00 Patrol Facilitators
Closing Prayer
 Date & Activity Facilitator/In-Charge
Time
April 25, 2019 (Day 4)
8:00 – 8:30 Preliminaries (Plenary) SH/Reading Coordinator
8:30 – 9:30 Choral Reading Presentation SH/Reading Coordinator
9:30 – 9:45 HEALTH BREAK
9:45 – 10:30 People Poems Patrol Facilitators
10:30 – 11:00 Riddles, Riddles on the Wall Patrol Facilitators
Lunch Preparation (All instructions/tasks
11:00 – 12:00 should be written on a sheet of paper* to be Patrol Facilitators
read by assigned campers)
12:00 – 1:00 LUNCH BREAK
1:00 – 1:05 Attendance Check Patrol Facilitators
1:05 – 1:30 Sing Along Time Patrol Facilitators
1:30 – 2:30 Story Reading Hour* Patrol Facilitators
3:00 – 3:15 HEALTH BREAK
3:15 – 4:45 News Casting
Reminders for the Night Activity
4:45 – 5:00 Patrol Facilitators
Closing Prayer
Dinner and Sleeping Quarter
5:00 – 6:00
Preparation
6:00 – 6:30 Dinner
6:30 – 7:00 Preparation for the Night with Bonfire
School Head
7:00 – 9:00 Night with Bonfire Reading Coordinator
Patrol Facilitators
9:00 Sleeping Time
April 26, 2019 (Day 6)
5:00 – 6:00 Morning Prayer and Exercise SH/Reading Coordinator
6:00 – 7:00 Breakfast
7:00 – 8:00 Cleaning
8:00 – 8:30 Preliminaries (Plenary) SH/Reading Coordinator
8:30 – 10:00 Posttest by Camp Patrol Facilitators
10:00 – 11:30 Closing Program (Plenary) SH/Reading Coordinator
11:30 Homeward Bound
*To be prepared ahead by Camp Facilitators
 XII. Posttest
In order to determine the increment in reading level gained
from participation in the Summer Reading Camp among campers,
facilitators shall administer on the last day of the Camp a reading
posttest using grade level reading material from the Revised Phil-IRI
for elementary. For the secondary, facilitators are given freedom to
select posttest materials provided they are grade level appropriate.
The posttest result shall be compared with the current reading
level of participants.

XIII. Recognition of Outstanding Reading Camp Implementers

The 2019 Reading Camp is not a contest. The Division,
however, shall be recognizing schools with outstanding
implementation of the Reading Camp. These will be the schools that
can get a rating of 85% and above in the evaluation.

Prepared by:

JAYVY C. VEGAFRIA
EPS 1-English

NOEMIE M. PAGAYON
EPS 1 – Filipino

Recommending Approval:

MARGARITA B. BEBANCO, PhD

Chief ES, CID

APPROVED:

VICTORIA V. GAZO, PhD, CESO V

Schools Division Superintendent
Appendix

Mechanics of Activities
(For Secondary Schools)

1. Opening Program
2. Orientation by Patrol
House Rules
Setting of Expectations
Materials to prepare every day
Walkthrough of the week’s activities
3. Reading of Text about Patrol Name
Facilitators shall research prior to April 22 a short informative
text about the patrol name and distribute copies to be read
by the participants. Reading shall be done in different forms:
silent, oral, individual and/or group.
Facilitators ask comprehension questions and process
participants’ answers.
4. Crafting of Yell
Facilitators require the members of the Patrol to craft their
group yell which they will perform during plenary and patrol
activities.
Participants write yell using interesting details from the
informative text about their patrol name they were given.
5. Yell Practice
6. Lunch Preparation
Facilitators group campers to perform different tasks in
preparing lunch.
All instructions on how to go about a task shall be written on
a sheet of paper to be read and followed by the assigned
campers.
Facilitators monitor campers’ performance of assigned
tasks.
7. Attendance Check
8. Sing Along Time
Participants are made to sing along their favorite song/s
during this time. Songs should be different every day.
Lyrics should be flashed on a TV screen, laptop monitor, or
written on a manila paper/sheet of paper for campers to read
while singing.
To end this activity, facilitators hold individual and group
reading of important words from the lyrics of the song/s or
hold “Singing Bee.”
9. Story Reading Hour
Facilitators provide participants copies of an interesting story
for them to read.
Prior to the reading activity, facilitators shall first ask a motive
question and unlock unfamiliar words.
After reading, facilitators ask comprehension questions and
process participants’ answers.
10. Treasure Quest
Facilitators look for a grade level-appropriate piece for
Reader’s Theater and hide this somewhere in the campus.
Participants are instructed to look for the hidden piece by
following a series of instructions/tasks provided by facilitators.
Facilitators ask the participants to read the piece. Reading
shall be silent, oral, individual and/or group.
11. Reader’s Theater
Facilitators give each participant a role to perform in the
Reader’s Theater.
Facilitators coach participants in the delivery of lines, actions
and preparation of props.
Group reading of Reader’s Theater

12. Preliminaries (Plenary)

Prayer
Patrol Yell
Exercise
Reminders
13. Reader’s Theater Presentation
Different patrols are asked to present their Reader’s Theater.
Presentation by patrol shall be judged based on a set of
criteria to be prepared by the school. Proclamation of
winners shall be done during the Closing Program.

14. Crazy Word Chains

Ask the participants to sit in a circle.
Have them to clap a slow rhythm.
The first participant says any word to the time of the rhythm.
The next participant must then say a word that begins with
the last letter of the previous word.
For example:
APPLE . . . ELEPHANT . . . TOY. . . YELL. . . LOON . . .
NIGHT, etc.

The game starts over when a participant misses a turn or

says a wrong word.
The facilitators ask the participants to write on the
board/manila paper all the words mentioned and instruct the
participants to read them.

15. Alphabet Scavenger Hunt

Divide participants into groups of 4 or 5.
They must use all 26 letters of the alphabet for the scavenger
hunt.
In their groups, participants try to find something in the
room/campus that they can see that begins with each letter
of the alphabet. They need only one thing for each letter. The
first group to find things for all 26 letters reads out their
words.
If the words are all OK, this group is the winner. If any are
not OK, the game continues until another group finishes.
16. Jazz Chant
Provide the participants with an interesting and grade level-
appropriate jazz chant.
Coach participants on jazz chant delivery.

17. Jazz Chant Presentation

Different patrols are asked to present their jazz chant.
Presentation by patrol shall be judged based on a set of
criteria to be prepared by the school. Proclamation of
winners shall be done during the Closing Program.

18. Spell and Read

Conduct a creative spelling activity using words from the
materials used in previous activities.
After the activity, allow participants to read all the spelled
words.

19. Message Relay

The idea is to accurately relay a message back and forth
between team members as fast as possible.
Divide the patrol into 2 teams.
Mark a race course, such as around the building, out to a
tree and back, or whatever is convenient.
One member from each team gets ready on the starting line.
The other members stand off to one side, out of the way and
at least 15 yards from the starting line so they cannot hear
conversations.
The leader from each team gathers by the game leader, out
of hearing of all other members. The game leader lets them
READ a secret message, such as "Everyone knows it snows
when the wind blows."

On "GO" signal, each team leader runs to their first

teammate waiting at the starting line and tells that member
the secret message. The leader steps off the course to the
 side opposite all the waiting member to prevent accidentally
passing the message ahead.

While the member is running the course, the next teammate

gets ready at the starting line. The message is passed
through each member until it reaches the last one who runs
the course, passes the finish line, and then runs to tell the
game leader the message.
The first team, or the most accurate message, wins.

20. Scramble Anagram

Divide the patrol into 3 groups.
Show a nonsense word to the groups. Provide
descriptions/clues to the to-be-formed word.
Ask the groups to rearrange or unscramble the letters to form
the word described.
The group with the highest score wins.
After the activity, participants read all the words.

21. Choral Reading

Provide the participants with an interesting and grade level-
appropriate piece for choral reading.
Coach participants on choral reading delivery.

22. Choral Reading Presentation

Different patrols are asked to present their choral reading.

Presentation by patrol shall be judged based on a set of

criteria to be prepared by the school. Proclamation of
winners shall be done during the Closing Program.
23. People Poems
Ask the participants to use the letters in their names to create
a poem. Each line begins with the letters of their name in
order. They need only one word in each line.
The words must tell something about themselves—for
example, something they like to do, or a personal
characteristic.
When they have finished the poems, ask them to share their
poem with the other participants.
Participants may use a dictionary to help them find words.
For example: Catherine might write…
Carefree
Athletic
Tall
Humorous
Energetic
Red-haired
Intelligent
Nervous
Envious

Instruct participants to altogether read orally all poems.

24. Riddles, Riddles on the Wall

Prepare and post riddles on a wall.
On another wall, post the answers to the riddles.
Ask participants to read all riddles and determine what they
are by matching them with given the words.

25. News Casting

Divide the patrol into groups of 5.
Provide each group with a newscast script.
Allow each group to perform a newscast with technical
application.
Provide inspiring feedback to every performance.
26. Night with Bonfire
Create a bonfire and instruct members of your patrol to
gather around.
Have singing, storytelling, sharing of experiences, fun
games, etc. during this night.