2024 IN-SERVICE

TRAINING
Improving Classroom Assessment

MARIVIC G. FABRO RIO G. PILAPIL

Master Teacher III Teacher I
Terminal Objective:
• Improve reading skills and outcomes for
children and young people across the
country by providing access to high-quality
reading materials and resources, as well as
professional development opportunities for
teachers and other education professionals
Enabling Objectives:
• To prepare the environment and learners for the reading
session
• To engage in uninterrupted reading
• To assess progress and target instruction by identifying and
addressing issues in reading
• To consolidate information gained from reading
Frequently Asked Questions (FAQs)
 When will Catch-Up
Fridays be implemented?
All Fridays in January shall be devoted to DEAR.
January 12, • Learners shall be engaged in reading through the Dear.
2024 (Kick-off)
January 19 & • Leaners will be engaged in reading through DEAR
26, 2024 • Teachers not assigned as reading facilitators will attend
the training on the implementation of Catch-Up Fridays
January 26, • SDOs shall continue orienting teachers on Catch-up
2024 (Mid-year Fridays.
break) • Learned may be encouraged to continue DEAR at home.
What more do we expect to
be happening during the
Fridays in January?
It shall also be used as a venue to gather
feedback from field implementers on the
guidelines of Catch-Up Fridays.
 How will Catch-Up Fridays
be structured?
All Fridays will be designated as Catch-Up Fridays
MORNING AFTERNOON
National Reading Values, Health, and
Program (NRP) Peace Education
Homeroom
Guidance Program
How will the time allotment
for each learning area be
used?

The time allotment for each learning area on a

Friday shall be used to enhance learners’
knowledge and skills in and appreciation of
reading, values, health, and peace education.
 Who will facilitate Catch-
Up Fridays?
Catch-Up Fridays will be facilitated by the same teacher/s whose classes are scheduled on Fridays, as
outlined in the class programs.
This is where the integrative teaching come in. The assigned teacher will have to integrate the
themes/subthemes for Values, Health, or Peace Education into their assigned learning area.
This approach fosters a cohesive and interconnected learning experience, enduring that important
themes are woven into the different subject matters.
Sample Class Program for Grade 1 Learners
in the Current K to 12 Curriculum with
Catch-Up Friday for Single Shift
Will Catch-Up Fridays be
Graded?
NO, Catch-up Fridays will NOT be
graded. The Primary objective is to
reinforce learning.
 How will teachers monitor
individual progress on Catch-
Up Fridays?
Learners’ progress will be monitored through
Reflection Journals, where they can articulate their
thoughts through writing, stories, journals,
personal essays, and other creative expressions
that reflect their unique learning experiences.
How will the time allotment
for the NRP be utilized?
The time allotment for the NRP shall give
learners opportunities for reading intervention
and reading enhancement through
developmentally appropriate reading
materials.
 How will Values, Health, and Peace
Education be integrated into Catch-Up
Fridays?

An integrative approach will be employed, using

content from various learning areas for developing
reading skills and fostering an understanding of
values, health, and peace-related concepts.
Monthly themes and subthemes aligned with the
basic education curricular framework will guide
these integrations.
 What strategies will be
employed during Catch-Up
Fridays?
Various strategies such as Drop Everything
and Read (DEAR), Read-A-Thon and expert-led
fora will be utilized. The implementation will
be dynamic, engaging, and responsive to the
unique needs of learners.
How will teachers prepare for
Catch-Up Fridays?

Teachers will engage in collaborative expertise

sessions through Learning Action Cell (LAC) and
other professional development activities to share
effective practices and prepare materials for the
successful implementation of Catch-Up Fridays.
Shall stakeholders be engaged
to support Catch-Up Fridays?

Schools are highly encouraged to forge and

strengthen stakeholder engagement to gather
support and ensure the sustainability of
Catch-Up Fridays. Stakeholders may share
their 3 Ts.
 Who shall primarily be responsible
for supervising the implementation of
Catch-Up Fridays?

The school heads shall be primarily responsible for

supervising the implementation of Catch-Up
Fridays.
The Curriculum and Learning Management Division
(CLMD) and Curriculum Implementation Division
(CID) shall collaborate to ensure compliance of
schools of its implementation.
Outline of the Discussion
1. NRP and the languages
2. NRP Components
3. Assessment
4. Curriculum
5. Delivery
6. Learning Resources
The National Reading Program
(NRP)
NRP is an initiative aimed at improving
reading skills and outcomes for children and
young people across the country by providing
access to high-quality reading materials and
resources, as well as professional
development opportunities for teachers and
other education professionals.
 The NRP
Framework
The
Language
Curriculum
Framework
Shifting Big Ideas
 Literacy Focus
KS1 KS2 KS3

Oracy for literacy is Critical and applied literacy Multiliteracies refers to

the ability to use refer to the central thinking skill the ability to understand
relevant oral that involves questioning and information and the
examinations of ideas; the skills
language elements. design of meaning
to synthesize, analyse, interpret,
through the manipulation
evaluate, and respond to texts;
Basic literacy refers and the ability to evaluate the of individual modes:
to the skills used for veracity of information and make linguistic meaning, visual
the initial learning of connections and judgements of meaning, gestural, tactile,
reading and writing. the relevance of information. and spatial meaning.
 NRP Components

READING READING
ENHANCEMENT INTERVENTION
NRP Components
READING
ENHANCEMENT
This refers to an activity or set of
activities designed to develop a love for
reading and promote the culture of
reading among learners who have
proficiently mastered the prerequisite
skills for the next reading stage or
grade level.
NRP Components
READING
INTERVENTION
This refers to the process of helping
learners who have not attained
proficiency in the prerequisite reading
skills for the next reading stage it
facilitates a platform that helps bridge
the gap in reading.
 Assessment
CRLA
This 5- to 8-minute standard
rapid assessment tool is
administered twice a year (BoSY
& EoSY) in KS1 to determine
the learner’s reading
performance, assess the
ongoing program, predict
learner achievement, and inform
instruction.
PHIL-IRI
This diagnostic test is
administered for 30 minutes
during the class time to
determine learner’s abilities and
needs in reading in KS2.
See the Phil-IRI Manuala, 2018
NRP Decision Tree for KS1
 NRP KS1 Curriculum
FOR FULL REFERSHER

The Emerging Curriculum focuses on the mastery of Phonological Awareness and

Alphabet Knowledge.

FOR MODERATE REFRESHER

The Developing Curriculum targets Alphabet Knowledge and Phonics Instruction leading
to mastery of Word Recognition.

FOR LIGHT REFRESHER

The Transitioning Curriculum is designed for more complex literacy competencies

focusing on Word and Phrase Reading.
 Friday Activities for
Intervention
PRE-READING DURING READING POST-READING
30 minutes 120 minutes 30 minutes

Activate learner’s prior Develop learners various Provide the learners

knowledge to spark their reading skills to improve their the chance to reflect,
interest and motivate them to vocabulary, learn new words develop deeper
read. This first part of the and expressions, and understanding of the
session is for goal setting as enhance their creativity and
text, and promote the
the learners prepare for the imagination. During this part,
use of the language
reading process that shall both the teacher and
help in improving learners engage in or new learned words
comprehension and retention meaningful and active use of in creative way.
of the text. the language.
Class Options
Class Routine Model
 Routine for Enhancement
PREPARATION DEDICATED PROGRESS MONITORING THROUGH
READING TIME REFLECTION AND SHARING
AND
SETTLING IN:
Engage in To assess progress and target instruction by
uninterrupted identifying and addressing issues in reading;
Prepare the
reading. to provide a meaningful and supportive
environment and
relationship with peers; to reflect on and
learners for the
DEDICATED share reading experiences; and to ensure
reading session. READING TIME continuous monitoring of learner’s progress
by creating an individual development plan
Consolidate which shall provide opportunities for
information gained feedback, problem-solving, and course
from reading. correction.
Activities for Enhancement
 Sample
Class
Program
Learning Resources
Regional Offices (ROs) and Schools Division Offices
(SDOs) may utilize reading resources that are available in
their respective schools provided that these materials are
aligned with the overarching competencies indicated in the
lesson guides.

These instructional materials must be learner-centered,

inclusive, developmentally appropriate, relevant,
responsive, research-based, gender and culture-sensitive,
and contextualized.
Best NRP Catch-Up Fridays, everyone! Thank you.

Be the light that DepEd

wants you to be.

Doc Carlo Magno