Republic of the Philippines

Department of Education
Region VI – Western Visayas
SCHOOLS DIVISION OF ILOILO CITY
DONATO M. PISON SR. MEMORIAL SCHOOL
READING PROGRAM OF THE SCHOOL
SY 2022-2023
INTRODUCTION:
The ability to read and understand a simple text is one of the most fundamental skills a child can learn. Measurements
of how quickly and accurately children can read a text out loud, and how well they understand it, align with both scientific
and a popular understanding of what it means to be able to read. Children who learn to read within the first few grades of
primary education have a greater chance of succeeding in and completing primary school. Evidence indicates that learning to
read both early and at a sufficient rate are essential for learning to read well. Learning to read becomes more difficult as
children grow older. Children who do not learn to read in the first few grades are more likely to repeat and eventually drop out.
That is why, a tool that can measure/ assess the critical skills of beginning reader pupils is very important.

The crla, Phil IRI, and other Oral Reading Verification (ORV) tools will serve this purpose. These assesses critical skills
from early primary-age pupils up to the grade 10 learners needed in order to read with understanding— and to be successful
in other subjects and later grades. Components are aligned with essential and teachable reading skills that research shows
children can and should acquire in the early grades. But, the most important part of the whole process is what comes next
after the initial pre-test assessment? What will teachers do after knowing the learners` profile? How will teachers help the
identified non-readers who do not possess the skills necessary for reading? This remediation plan hopes to address that
concern. Teachers will be guided on what to do in order to help their learners become readers at the end of the school year.

The following are our objectives:

1. Identify the reading ability of learners in Filipino, English and Hiligaynon using the Phil IRI, CRLA and other
tools;
2. Provide intensive reading remediation to identified learners so that they will become readers in their grade
level;
3. Address learning gaps of grade 3 learners so that they can cope with the expectations in their grade level.
 B. RRP PLAN
TARGET BUDGETARY
GROUP REQUIREMEN
PERSONS SUCCESS
(Indicate the ACTIVITIES TIMELINE T MOVS
INVOLVED INDICATORS
group and name (physical,
of pupils) financial)
Grade 3 1. Administer Pre-Test CRLA, Phil Teachers, Learners September Office supplies CRLA, Phil IRI, and Pre-test conducted
learners IRI, etc. in Filipino, English, etc. 2022 other tools, and learners reading
to identify learning gaps in Pre-test result profile identified.
literacy
2. Analyze and interpret Phil IRI and Reading teachers, October Laptop, office Analysis and Pre-test result with
CRLA results and submit result to Sch. Head 2022 supplies interpretation of pre-test analysis submitted to
school head and cluster head. result the cluster head
3. Profiling and grouping of Reading teachers September none List of learners needing List of learners
struggling learners based on 2022 intervention/reading submitted to the
CRLA result remediation school head
4. Preside a Teacher-Parent Reading teachers, September none Attendance sheet during PTA meeting
conference to the parents of the Class Advisers, Sch. 2022 PTA meeting, pictures conducted
exceptional learners thru Head, and parents
messenger, text, call, and/or
during the distribution and
retrieval of modules
5. Conduct home visitation to Reading teachers, October Office supplies, Reading intervention Reading remediation
provide instructional support and Sch. Head, and 2022 -April transportation materials used, conducted, learners
remediation to: parents and learners 2023 expenses, and Attendance during and parents were met
a. struggling learners food expenses home visitation,
b. parents/guardians as our pictures
partners in helping the
learners become readers
6. Conduct intensive reading Reading teachers, October Office supplies, Attendance during Visitations
remediation by giving varied and Sch. Head, and 2022 – May transportation home visitation, reading conducted, learners
appropriate activities to address parents and learners 2023 expenses, and materials used for were given
learner’s need/learning gaps in food expenses remediation, pictures remediation and
reading (big books, flashcards, parents were met
games, puzzles, etc.)
7. Quarterly tracking of learners` Reading teachers, Every end Office supplies School Reading Tracking of Progress
reading progress learners, Sch. Head of quarter Remediation Plan – submitted to the
Tracking of Progress Reading Coordinator
8. Conduct Post-test: CRLA ,Phil IRI, Reading teachers, April 2023 Office supplies CRLA, Phil Iri and other Reading Assessment
etc. and report the result to the learners reading materials, materials prepared
parents, school principal, and CRLA, Phil Iri and other and Post test
other coordinators tools post test result conducted with result

Prepared by: Noted by:

BERNARD MAE S. LASAN

Teacher 1 School Principal
 C. RRP TRACKING FORM – 1 (CLASS CONSOLIDATION)

QUARTERLY TRACKING OF LEARNERS` PROGRESS GIVEN REMEDIATION

Section NUMBER OF IDENTIFIED

GRADE LEVEL LEARNERS Quarter 1 Quarter 2 Quarter 3 Quarter 4

MALE FEMALE TOTAL

Total

Total

Total
C. RRP TRACKING FORM – 2 (SCHOOL CONSOLIDATION)

QUARTERLY TRACKING OF LEARNERS` PROGRESS GIVEN REMEDIATION

NUMBER OF IDENTIFIED
Quarter 1 Quarter 2 Quarter 3 Quarter 4
GRADE LEVEL LEARNERS

1
2
3

TOTAL

RRP TRACKING FORM – 3 (CLUSTER CONSOLIDATION)

NUMBER OF
SCHOOLS GRADE LEVEL IDENTIFIED Quarter 1 Quarter 2 Quarter 3 Quarter 4 TOTAL
LEARNERS
Sch A 2
3
4
5
6
TOTAL
Sch B 2
3
4
5
6
TOTAL
Sch C 2
3
4
5
6
TOTAL