REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
REGION X1
DIVISION OF DAVAO ORIENTAL
SAN ISIDRO NORTH DISTRICT
BATOBATO CENTRAL ELEMENTARY SCHOOL
READING PROGRAM IMPLEMENTATION MATRIX
SY: 2023 – 2024
Stages
of Implementation Emergent
In this stage, readers aspire to
grasp the basic concepts of book and
print, and acquire a command of the
alphabet with the ability to recognize and
name upper- and lowercase letters. They
are also developing many phonological
awareness skills, such as recognizing
phonemes, syllables, and rhyme.
Stages of Reading
Beginning
Readers at this stage have
developed an understanding of
the alphabet, phonological
awareness, and early phonics.
They have command of a
significant number of high-
frequency words.
Beginning readers are
developing a much better
grasp of comprehension
strategies and word-attack
skills. They can recognize
different types of text,
particularly fiction and
Independent
Readers have
successfully moved from
“learning to read” to
“reading to learn.” Their
reading is automatic and is
done with expression and
proper pauses. Their
energy is devoted to
understanding, and they
have good command and
use of the various
comprehension strategies.
These readers read a
wide range of text types
 nonfiction, and recognize that and do so independently.
reading has a variety of They will continue to
purposes. refine and develop their
These readers have reading skills as they
progressed from Emergent encounter more difficult
reading into Beginning reading. reading materials. But for
the most part, they are
capable of improving their
reading skills and
selection of materials
independently through
increased practice.
 Conduct Reading Assessment tools  Conduct Reading  Conduct Reading
 Conduct GST ( Group Screening Assessment tools Assessment tools
Test)  Conduct GST ( Group  Conduct GST
Grade 1 – EGRA Screening Test) ( Group Screening
GRADE 2 – EGRA Test)
August 29 –
Stage 1 GRADE 3 – EGRA / PHIL –IRI FILIPINO Grade 1 – EGRA
September 29,
Baseline Test 3 GRADE 2 – EGRA Grade 1 – EGRA
2023
GRADE 4 – 6- PHIL –IRI ENGLISH AND GRADE 3 – EGRA / PHIL –IRI GRADE 2 – EGRA
FILIPINO FILIPINO 3 GRADE 3 – EGRA / PHIL –
GRADE 4 – 6- PHIL –IRI IRI FILIPINO 3
ENGLISH AND FILIPINO GRADE 4 – 6- PHIL –IRI
ENGLISH AND FILIPINO
 Categorize the learners’ ability in
Stage 2 October 2 – 31, reading.  Categorize the learners’  Categorize the
Categorizing/ 2023  Identify the pupils under Non – ability in reading. learners’ ability in
Profiling
Readers and Frustrations.  Identify the pupils reading.
 Prepare needed materials for the under –Instructional  Identify the pupils
learners. readers under Independent
 Submit consolidated School  Prepare needed readers.
 reading profile materials for the  Prepare needed
learners materials for the
 Submit consolidated learners
School reading profile  Submit consolidated
School reading
profile


Stage 3 Week 1 Orientation To Print -  Developed Vocabulary  Provide story books

Intervention 1
Nov. 6- 10,  Book Exploration skill  Teacher provides
/Enhancement 1
2023 Letter Name Knowledge- From the story (levelled) stories for listening
 Letter in focus M being read, keep a notebook of and let them answer
 Show key picture the vocabulary learned from the comprehension
 Show upper case and lowercase the story, from English to question
 Repetitive naming of letters Filipino to mother-tongue  -_____Answers low
 Writing letters level questions
Letter Sound Knowledge Teacher gives levelled story 
 Letter sound focus M according to reading levels  _____Recalling
 Introduce sound of the Alphabets where the students are Details
Explicitly using varied strategies. required to list as many 
 Utilize interactive materials in vocabulary they can  _____Answers
print translate from English to higher level
 Play based activity Filipino to Mother tongue questions
 Repetitive sounding of letters
 Playing rhyme songs from chuchu
TV, COCO Melon
Initial sound knowledge
 Initial sound focus M
 Accuracy track songs, Rhymes and
poems
 Play based activity
  Sound manipulation
 Repetitive initial sounding of
letters.

Week 2 Orientation To Print  Developed Vocabulary • Teacher provides

November 13 -  Book exploration skill stories for listening and
17, 2023 Letter Name Knowledge- From the story (levelled) let them answer the
 Letter in focus A being read, keep a notebook of comprehension question
 Show key picture the vocabulary learned from -_____Answers low level
 Show upper case and lowercase the story, from English to questions
 Repetitive naming of letters Filipino to mother-tongue
 Writing letters  _____Recalling Details
Letter Sound Knowledge  Let the students orally
 Letter sound focus A read, teacher records _____Answers higher
 Introduce sound of the Alphabets no. of words per minute level questions
Explicitly using varied strategies. and records miscues
 Utilize interactive materials in
print
 Play based activity
 Repetitive sounding of letters
 Playing rhyme songs from chuchu
TV, COCO Melon
Initial sound knowledge
 Initial sound focus A
 Accuracy track songs, Rhymes and
poems
 Play based activity
  Sound manipulation
 Repetitive initial sounding of
letters.

Week 3 Orientation To Print  Developed Vocabulary • Teacher provides

November 20 –  Book exploration skill stories for listening and
24, 2023 Letter Name Knowledge- From the story (levelled) let them answer the
 Letter in focus T being read, keep a notebook of comprehension question
 Show key picture the vocabulary learned from -_____Answers low level
 Show upper case and lowercase the story, from English to questions
 Repetitive naming of letters Filipino to mother-tongue
 Writing letters  _____Recalling Details
Letter Sound Knowledge  Learners read with
 Letter sound focus T proper intonation and _____Answers higher
 Introduce sound of the Alphabets expressions and accuracy level questions
Explicitly using varied strategies.
 Utilize interactive materials in
print
 Play based activity
 Repetitive sounding of letters
 Playing rhyme songs from chuchu
TV, COCO Melon
Initial sound knowledge
 Initial sound focus T
 Accuracy track songs, Rhymes and
poems
 Play based activity
  Sound manipulation
 Repetitive initial sounding of
letters.

Week 4  Developed new words  Let them read

November 28 –  Detect rhymes using pictures newspapers
Dec. 1, 2023 - Using pencils, Pupils connect the  Teacher provides
pictures of those that rhyme on  Teacher provides stories stories for listening
the answer sheet. for listening and let and let them answer
 Match initial sounds, them answer the the comprehension
- Pupils should identify the initial comprehension question question
sound of the word in the -_____Answers low level -_____Answers low level
picture. questions questions

_____Recalling Details _____Recalling Details

_____Answers higher level _____Answers higher

questions level questions
Week 5 Developing Phonemic Awareness & Developing Word recognition Developing Comprehension
December 4 – 7, Phonics Instruction and Vocabulary Development skills
2023
 Identifying names and sounds of the  Building words through  Noting details of the
letters in the alphabets. blending instruction selection being read.
 Week 6  Identifying names and sounds of Developing Word recognition Developing Comprehension
December 11- the letters in the alphabets. and Vocabulary Development skills
15, 2023
 Building words through  Noting details of
blending instruction the selection being
read
Week 7  Identifying names and sounds of Developing Word recognition Developing Comprehension
January 3- 5, the letters in the alphabets. and Vocabulary Development skills
2024  Naming upper and lower cases and
being able to write them.  Building words through  Noting details of
blending instruction the selection being
 Show the letter cards read
a. Pupil gives each letter name &
sound
b. Give the sound of a letter & ask
the pupil to pick the letter card
that corresponds to it.
c. Trace & write the letter
Week 8  Matching letter names with sounds Developing Word recognition Developing Comprehension
January 8 - 12, and Vocabulary Development skills
2024  Show the letter cards
 Building words through  Sequence events /
 Pupil gives each letter name & sound picture. details in a
narrative /
 Give the sound of a letter & ask the expository text.
pupil to pick the letter card that
corresponds to it.
- Trace & write the letter.
 Week 9  Matching upper case and lower case Developing Word recognition Developing Comprehension
January 15 – 19,  Show the letter cards and Vocabulary Development skills
2024  Pupil gives each letter name & sound
 Building words through  Establishing cause
 Give the sound of a letter & ask the concept map. and effect in a
pupil to pick the letter card that selection being read.
corresponds to it.
- Trace & write the letter
Week 10  Recognizing sounds of the letters Developing Word recognition Developing Comprehension
January 22 – and Vocabulary Development skills
26, 2024
 Building words through  Establishing cause
concept map. and effect in a
selection being read
.

Week 11  Recognizing sounds of the letters Developing Word recognition
Feb. 5-9, and Vocabulary Development
202 4
 Building words through
analytic phonics
instruction.
Week 12  Recognizing initial / medial / final Developing Word recognition
Feb. 12 -16, sounds. and Vocabulary Development
2024
 Building words through
analytic phonics
instruction.
Developing Comprehension
skills
 Giving the main idea
of the selection
Developing Comprehension
skills
 Giving the main idea
of the selection
 Week 13  Manipulating sounds of letter to Developing Word recognition Developing Comprehension
Feb.19 -23, produce sounds. and Vocabulary Development skills
2024
 Building words through • Giving the
synthetic phonics supporting details of
instruction. the selection.
Week 14  Manipulating sounds of letter to Developing Word recognition Developing Comprehension
Feb. 26 -29, produce sounds. and Vocabulary Development skills
2024
 Building words through • Giving the
synthetic phonics supporting details of
instruction. the selection.
Week 15  Identifying learners level Developing Word recognition Developing Comprehension
March 4 – 8 - Letter and Vocabulary Development skills
2024 - Syllable  Identifying learners
Stage 4 - Word  Identifying learners word recognition
Mid- word recognition level level
Assessment - Independent - Independent
Week 16 - Instructional - Instructional
March 11- 15 - Frustration - Frustration
2024 - Non - Reader - Non - Reader
Week 17 Developing Word recognition Developing Comprehension
Stage 5 March 18 - 22,  Giving words having the initial / and Vocabulary Development skills
Intervention 2024 medial/ and final sounds.
2  Recognizing words  Giving title in a
Enhancement Week 18 through syntactic selection being read.
2 March 25 - 27 , method.
2024
 Week 19 Developing Word recognition Developing Comprehension
April 1 -5 2024 and Vocabulary Development skills
Week 20  Forming words through manipulation
April 8,- 12 of sounds.  Recognizing words  Making conclusions.
2024 through contextual clues.

 Re – assess the learners to see  Re – assess the learners  Re – assess the to

possible progress. to see possible progress. see possible
 Conduct Final Reading Assessment  Conduct Final Reading progress.
Stage 6 Final
April to 3 of
rd
test Assessment test.  Conduct Final
Assessment
June 2024  Submit reports  Submit Reports Reading Assessment
test
 Submit reports

 This matrix is anchored from DEPARTMENT OF EDUCATION – REGION XI



Prepared by:
NANCY J. TE
English Reading Coordinator

Noted by:
Approved by: MARY GRACE P. JUABAN
FLORIFES A. COLMENARES, EdD Principal III
Public Schools District Supervisor