FLEXIBLE READING PROGRAM

School:_MAGASSI ELEMENTARY SCHOOL School Head:_JOCELYN T. RODRIGUEZ, PhD District: CABAGAN

School ID: 103155 School Reading Coordinator: GELLYN B. GUERRERO PSDS/DIC: OLIVER C. ZIPAGAN,PhD
Components Objectives Activities Modality Time Resources Success
(Indicate here the (Specify here the (Specify the Frame Human Physical Financial Indicator
specific objectives for flexible activities or modality in (Specify (Person/s (Supplies (Funding (Measurable
each component) tasks to achieve carrying out the date to responsib and requireme and quantifiable
objectives) the carry out le for materials nt for each results of each
activities/task each each needed activity) activity)
s adaptive to activity) activity) for each
school and activity)
learner’s
context)

1. Flexible • To get the profile of • Conduct • Modular October- School Printed 2000.00 Test results
Reading learners and identify language literacy Printed/non- Novemb Head, material
Assessment the at-risk readers of test that will print er School s,
a. Project R’ Magassi Elementary determine the : reading Soft
STAR School *Alphabet •Online for coordin copies
b. Phil-IRI knowledge of the those with ator and of
c. Other pupils internet all activity
Reading *Phonics and connectivity advisers sheets
Assessme word reading Volunte
nt Tools *Spelling • Conduct er
*Vocabulary through reading
*Grammar home teachers
visitation
 1500.00 Identified the
• Assess reading levels reading levels
of learners • Conduct pre- School of the
test of Phil-IRI Reading learners
using printed Coordin Printed
materials and ator, material GST and PRE-
online for Advisers, s, soft TEST results
those with Volunte copies
internet er of
connection reading reading
teachers material
s
• Conduct post
test using printed
materials and
online for those
who have access
to internet

• Monthly Progress
monitoring Monthly Monthly class
reading reports

• Monitor monthly
reading progress
of learners

2. Reading To conduct • Craft Orientation January School Powerp 500.00 Parents were
Instruction and remediation program remediation using Head, oint oriented on the
Intervention with emphasis on the program different School presenta remediation
improvement of the online reading tion program
reading skills of the at- • Plan the platforms coordin ( attendance
risk readers schedule scheme ator sheets, and
 • Face to minutes)
• Orient parents face
and teachers and orientation Reading
volunteers on the with remediation
remediation minimum implemented
program health (Result of post
And the schedule protocol test)
scheme
Modular
Conduct and printed and
use reading digitized Printed/ 3000.00 Learners
remediation that materials All year School soft improved
includes the round reading copies reading levels
following coordin of ( monthly
strategies: • Modular ator, reading monitoring tool,
Printed/non- advisers material quarterly
A. Phonological print and s monitoring
awareness voluntee tool)
Use activities on • Online for r
initial sounds of those with reading
letters. internet teachers
connectivity
B.Phonemic
awareness • Conduct
Can be taught through
using videos of home
correct sounds, visitation for
sounds face to face
isolation,blending conduct of
of words and the
segmenting remediation
especially
C. Use marungko those
and claveria identified
method learners with
reading
D. Teaching and deficiencies
enriching
vocabulary
through:
disposition-
motivate pupils
in learning new
words use
pictures that
represent
meanings of
words
Integration-
activating prior
knowledge and
relate to the new
learning
Repetition-
practice
overtime

E. Fluency and
accuracy
Develop a high
level
of accuracy in
word recognition

Maintain a rate
of reading brisk
enough to
facilitate
comprehension

Use phrasing and

expression so that
oral reading
sounds like
speech
Transform
 deliberate
strategies for
word recognition
and
comprehension
into automatic
skills

E.
Comprehension
Background
knowledge about
many topics
Extensive oral and
print vocabularies
Understandings
about how the
English language
works
Understandings
about how print
works
Knowledge
of various kinds of
texts
Various purposes
for reading
Strategies for
constructing
meaning from
text, and for
problem solving
when meaning
breaks down
• Enhance vocabulary
development through
• Provide diverse
varied, appealing and
suitable IMs and and challenging
 meaningful materials for the
experiences/ activities development of
and use of critical reading
technology in skills e.g. word
teaching games, reading
comprehension
materials

• Engage learners
in different
activities that will
enhance their
reading skills

3. Teaching and • Assess the • Mapping on Conduct Year School Bond 500.00 List of available
Learning Resources school’s learning learning resources through round Head, papers reading
in Reading resources in reading in reading modular, Reading materials
a. Print/Non-Print online and Coordin Ink
b. Audio/Video • Capacitate teachers • Conduct LAC face to face ator,
Supplemental and other persons sessions on the (with Pictures,
Reading Materials involve in the contextualization minimum District minutes and
c. Online/Offline implementation of of reading health Reading attendance
Interactive reading program in the materials protocol) Coordin sheets
Reading Materials development of ator
contextualized Phone calls
materials And use of School
messenger Head
• Validate and test • Pilot testing of and QA
the reliability of contextualized team Printed a
contextualized materials/ big number of
materials books/ small quality assured
books materials

•Establish QA team • Selection of

QA team List of names of
QA team
4. Capability • Assess the Conduct Conduct Novemb School Internet 1,500.00 Result of
Building for: pedagogical assessment on through face er- Head, load, Assessment on
a. Reading knowledge of reading Teacher’s to face and Decemb sample Teacher’s
Teachers teachers foundational online er District printed Foundational
b. Voluntee knowledge in modality Reading material Knowledge in
rs Tutors • Train at least four teaching reading. coordin s Teaching
c. Parents (4) teachers to assist ator, Reading
in assessing and school
evaluating reading Reading
skills of learners Coordin
• Conduct LAC ator Mentored at
sessions on Phil-IRI least 4
•Capacitate reading manual and the volunteer
teachers on early different steps in reading
language literacy and teaching teachers
numeracy beginning
And Teaching Reading reading
on beginning reading
• Conduct LAC
• Capacitate sessions in Lac
volunteer reading different reading Attendance
teachers on different strategies and Minutes
strategies on teaching preparation of
reading in the new contextualized
normal materials that
best suit to the
context of their LAC minutes,
pupils attendance

• Conduct LAC
Session in the
conduct and use
of reading
assessment tools
 Conduct LAC
Session on
strategies in
teaching key
domains literacy
5. Support System Identify and tap .Meeting with Conduct Decemb School , Ink, 1000.00 Memorandum
and Partnership organizations that can different through face er Head bond of agreement
Initiative support and help in organizations to face. papers
the implementation of Reading Project
the school reading Tap different Communica Coordin Workplan
program in the new organizations in tion letter ator
normal the community to Deed of
support the donations
program like the
Sangguniang
Kabataan,
Barangay
Officials,
Community of
professionals

Present the
School Reading
Program to the
concern persons
on ASP

Orient family
member/s of the
program

Provide learning
materials for
remediation
 • Tap other members Provide manuals
of the family to help or written
with the remediation instructions for
activities the tutor parents
on how to teach
beginning Manuals
reading

Strengthen parental
assistance and
participation
6. Research and Conduct at least 2 Disseminate and Online and Year Reading Bond 1500.00 At least 1
Development research projects on utilize research face to face round Coordin paper, approved and
effective teaching on LAC sessions LAC sessions ator and ink completed
reading strategies in and incorporate Reading research in
the new normal and in the planning Teacher reading
profile and and s
instructional implementation
competence of K to of School
3 reading teachers Improvement
Plan
• Utilize results of
conducted researches
7. Rewards and Recognize the efforts Give due Face to face At the School Bond 500.00 Certificates of
Recognition of reading teachers, recognition and and online end of Head, paper recogniton
volunteers in the merits through the School ink
implementation of the awarding of school Reading
school reading certificates to the year Coordin
program reading teachers ator
and volunteers for
their invaluable
support and
efforts in the
implementation
of the school
reading program
8. Monitoring & • Monitor the progress • Accomplish a Face to Quarterly M&E Bond 500.00 Accomplished
Evaluation of the implementation M&E tool to Face team paper, M &E Tool on:
 of the School check the extent ink Monthly
Reading program on the progress of Progress
the program Reading
Report

Quarterly
Reading
Report

ME Tool on the
conduct of the
program

Prepared by: Checked &Reviewed by: Noted:

GELLYN B. GUERRERO JOCELYN T. RODRIGUEZ, PhD OLIVER C. ZIPAGAN

School Reading Coordinator Principal 2 School District Supervisor

Evaluated by: Recommending Approval:

JAY J. GALLEGOS RODRIGO V. PASCUA, Ed D

EPS-English, Division Reading Coordinator Chief Education Supervisor, CID
Approved:

MADELYN L. MACALLING, PhD, CESO VI

Assistant Schools Division Superintendent
Office In-Charge
Office of the Schools Division Superintendent