Project Pabasa Manual PDF FILE With Authors and Writers

PROJECT
PROGRAMPABASA READING
MANUAL
2021 Edition
Project Pabasa
Read. Learn. Lead. Live
Writers/ Authors of Project Pabasa Manual Passages and Templates
Richel S. Prejula Teacher II Kiawan Elementary School School Reading

Coordinator
Welina Z. Soliman Teacher III Bayugan National Comprehensive Filipino Dep. Head
High School
Rowena C. Balacuit Teacher III Bayugan National Comprehensive English Dept Head
High School
Rosalie T. Balicorta Teacher III Bayugan National Comprehensive School Reading

High School Coordinator-Filipino
Yolanda G. Albaciete Teacher III Marcelina National High School School Reading
Coordinator
Anjet O. Calaque Teacher III Bayugan City Senior High School School Reading
Coordinator
Gladys T. Manzanas Teacher III Bayugan Comprehensive High School School Reading
Coordinator-Senior High
School
Verbina L. Badato Teacher III Salvacion Central Elementary School District Reading
Coordinator
Lucille M. Canete Master Teacher I Bayugan National Comprehensive School Reading

High School Coordinator-English
Wilma H. Hurboda Master Teacher I Bayugan West Central Elementary District Reading
School Coordinator
Jingle R. Bailo Master Teacher I Bucac Central Elementary School District Reading
Coordinator
Janice Marie S. Dandasan Master Teacher I San Isidro Elementary School District Reading
Coordinator
Meriam Y. Lasaca Master Teacher I East Central elemntary School District Reading
Coordinator
Luana Sisa A. Magsigay Master Teacher II Bayugan Central Elem. School SPED District Reading
Center Coordinator
Arnel L. Aguila Principal I Bucac Central Elementary School Reading Consultant/

Author
Geraldine F. Vergas Education DepEd - Bayugan City Division

Program
Supervisor
Management and Consultants in the crafting of Project Pabasa Manual
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Project Pabasa
Geraldine F. Vergas Education Program Supervisor - English
Amelia T. Ulit Education Program Supervisor - FIlipino
Imee R. Vicariato Chief-Curriculum Implementation Division
IMELDA N. SABORNIDO, PhD Schools Division Superintendent
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Project Pabasa
TABLE OF CONTENTS
Content Page
Vision/ Mission
I. Introduction .............. ............... 1

II. Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
III. Authors/ Writers/ Management Team……………………… 3
IV. Project Pabasa Implementation. . . . . . . . . . . . . . . . . . . . 6 - 10
V. Passages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 - 65
MTB
a. Kang Imia ng Isda
ENGLISH
b. My Coin
c. Trash Recycle
d. Get Up, Jacky
e. Frog’s Lunch
f. Yawning
g. The Human Brain
h. Why flies are dangerous
i. The Origin of Rocks
k. Isaac Newton
l. The Kitty Door
FILIPINO
a. Kay Imi ang Isda (MTB) (for
b. Ang Sampung Piso
c. Ang Ginto sa Bahaghari
d. Isang Pangarap
e. Tagtuyot Dala ng El Niῇo
f. Buhayin ang Kabundukan
g. Ang Madaldal na Pagong
h. Ang Kahalagahan ng Edukasyon
i. Global Warming sa Pilipinas
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Project Pabasa
j. Dayuhan
k. Hagdanan
VI. Strategic Development Plan . . . . . . . . . . . . . . . . . . . . . . . . . 66 - 69
VII.Templates on the Results of the Oral Reading Status

Assessment Per Key Stage (Key Stage 1-4). . . . . . . . . . . . .. . .70 - 78
VIII. 3-Year Report on the Implementation
of School Reading Program. . . . . . . . . . . . . . . . . . . . . . . . . .79 - 80
IX. Intervention Plan On Improving Reading.

Ability Of Students (Template). . . . . . . . . . . . . . . . . . . 81 – 82
X. Criteria For Awards And Recognition

Of Best Reading Implementers. . …… . . . . . . . . . . . . . . . . . . 82 - 86
XI. Project Pabasa Program Implementers

and Terms of Reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
XII. DepEd Bayugan City Organizational Structure . . . . . . . . . . . . 88
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Project Pabasa
PROJECT PABASA
READING PROGRAM
Vision
All learners can recognize words and read
proficiently.
Mission
To ensure that all teachers and stakeholders
perform initiatives so that the entire community
can help all children acquire necessary reading
and language skills.
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Project Pabasa
I. Introduction
“As teaching goes on, so goes the nation” (Clark, 1995). With this, it is
further elucidated that the essential purpose of teaching is to serve children
on their journeys to adulthood, citizenship and leadership of the next
generation (Clark, 1995, p.3). Clark (1995) has also emphasized that “the
future quality of civilized society depends on the good work of teachers
today” (p.3). Good teaching only happens when the learners want to learn,
continue to learn, and talk animatedly about what they learned during and
after the lesson.
The standardized, one-size-fit-all curriculum imagines students to be

pretty much the same, but they’re not.(Rhodes and Dudley Marling,1996)
Based from the result of PHIL IRI for the last three years, learners can
identify the given words in every passage easily but they have problem in
constructing the meaning in which it is far behind the objective of the
Department of Education (DepEd) program and thrust, the “Every Child A
Reader Program (ECARP) to have no non-readers at the end of the third
grades in the elementary level.
One of the causes of failure to learn to read can be attributed to the

instructional practices of the teachers specifically in English and Filipino. If
teaching does not result in learning, then it fails (Gunter, Estes, Schwab,
2003).
Smith, and Dechant (1961, in Tejero, 2004) emphasized that reading

is a key to success in school, to the development of out-of-school interests,
to the enjoyment of leisure time and to personal and social adjustment. It
also helps the child to adjust to his age mates, to become independent of
parents and teachers, to select for an occupation and to achieve social
responsibilities. Furthermore, reading is an important skills that without or
the lack of it will greatly affect individuals’ adjustment in life.
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Project Pabasa
It is in this premise that Project Pabasa Reading Program is anchored

on.
Each key stage has a prepared road map with corresponding

activities, passages and templates that are tailored to fit the individual
needs of the learners.
Key Stage 1: Kinder to Grade III
Objectives: To help the learners of the following skills:
a. produce the sound of the letter alphabet,

b. give the meaning of the given word, and
c. read and write words that rhyme.
Key Stage 2: Grade IV to VI
Objectives: To guide the learners of the following competencies:
a. write the phrase in the meta cards and read it aloud,

b. use preposition of time correctly in a sentence, and
c. use and identify quantifier correctly in a sentence.
Key Stage 3: Grade 7 to 10
Objectives: To develop effective instructional intervention is to help children

eventually read words, phrases, sentences and paragraphs with
comprehension. Within the time allotted for literacy, activities, students
need opportunities to make frequent responses during oral, silent reading as
well as writing lessons and to provide students with an opportunity to
increase reading, writing, test taking, and study skills reaching to
independent level.
Key Stage 4: Senior High School
Objective: To motivate students to read spontaneously, to understand what

they read and to write expressively.
II. GUIDING PRINCIPLES

A. VISION
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Project Pabasa
All learners can recognize words and read proficiently.

B. MISSION
To ensure that all teachers and stakeholders perform initiatives
so that the entire community can help all children acquire
necessary reading and language skills.
C. OBJECTIVES
1. To provide foundational literacy skills need to move towards
grade-level reading proficiency;
2. To share school’s best practices in reading instruction;
3. To offer varied reading materials, online and offline reading

modules and worksheets that match students’ reading levels;
4. To make reading instruction learning materials (LMs) responsive
to the learners reading level needs by categorizing these LMs for
frustration level, instructional level, and independent level
learners;
5. To establish the culture of collaboration among the school
reading partners; and
6. To sustain the genuine commitment and concern to deliver
target support to the non-readers.
III. PROJECT PABASA IMPLEMENTATION
A. Pre-Implementation Stage
1. Preparation of Project Pabasa Manual
All the processes, and assessment tools used for Project Pabasaare
reflected in Project PabasaManual which is originally crafted in 2016 and
updated every year onwards to incorporate changes which are based on the
results of monitoring and evaluation. The Technical Working Group
composed of district reading coordinators and some grade level reading
experts work on the manual.
2. Convergence of School Reading Coordinators
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Project Pabasa
As early as April yearly, the division Reading calls all the reading
coordinators of both elementary and secondary schools in the division of
Bayugan City. The coordinators are tasked to bring the 3 year-comparative
school data in reading and their mechanisms in addressing the reading
difficulties of their identified struggling readers. They are also engaged in
planning - workshop and come up with Strategic Aciton Plan for the next
school year.
3. Advocacy and Social Marketing
The creation of local support group in every barangay or even specific

purok has been designed for public awareness of the division’s Project
Pabasa. Also, the reading team uploaded video and posted information in
social media such as facebook. The reading coordinators conduct orientation
to the local support group and conduct information dissemination during
faculty and GPTA meeting. They also distribute flyers and hang tarpaulins
in the community and in the neighboring barangays indicating the activities
of the said project.
4. Preparation of Instructional Materials
Every school should have reading intervention materials categorized

into three reading levels: frustration level, instructional level, and
independent level. All grade levels from Grade 1 to Grade 12 should place
these materials in the reading corners ready to use by the learners and
teachers.
5. Assessment Tools
These are the three assessment tools used for profiling:

1. Phil-IRI (DepEd Order No. 42,s.2018)
2. Project PabasaAssessment Tools
3. Grade 1 Reading Assessment Tool
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Project Pabasa
B. Implementation Stage
The division office top management approves the distinct reading

programs of all schools in each key stage. This approved reading program
will be implemented in the respective schools.
1. Profiling. The reading teachers conduct oral reading test to
all learners using the quality assured passages to determine the
students’ reading status.
Kindergarten
● Able to connect sounds to the letters of the alphabet
● Able to recognize and produce sounds of the language
Grade 1 to 6
● Non-reader ● Slow
● Syllabic ● Fast
Junior High School
● Slow
● Average
● Fast
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Project Pabasa
Senior High School
● Average
● Fast
● Spontaneous
2. Intervention Phase
After profiling, appropriate interventions are determined and applied

by each school. The differentiated teacher-made reading worksheets and
computer assisted instructional materials (CAIMs) are used to address the
reading needs and levels of the identified struggling readers in every school
per grade level.
Furthermore, every school prepares its localized reading program plan

which is aligned to the guiding principles of Project Pabasa. Some of these
initiatives include: a. reading corner in every classroom and any office in he
school nd in the division office. b. reading centers which are functional c.
peer tutorial d. pull Out system d. drop everything and read e. Project
Cure f. Kariton Patrol g. big brother/sister h. one word a day i. five words
a week j.reading caravan k. conduct of reading festival l. categorization of
reding materials to frustration, instructional and independent levels.
3. Progress monitoring and provision of technical assistance
The school heads, districts in-charge, and division personnel conduct

monitoring and evaluation by semester and provide technical assistance
during the implementation of the distinct reading programs in all schools in
the division. The results of their monitoring and evaluation are of great help
to track the effectiveness of the interventions given to the learners and to
determine if students are making adequate progress or need more
intervention to achieve grade level reading.
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Project Pabasa
C. Post-Implementation Stage
Using the unified reading tools, the school heads and the districts
in-charge conduct the monitoring and evaluation of the Project Pabasain
their schools. They randomly call the learners to read a sample passage
and identify who will be admitted to remedial reading classes.
Issues, challenges and success are communicated to the parents
and local support group for the sustainability of the programs. Parents are
also encouraged to monitor their sons and daughters’ reading readiness at
home.
The school head submits an accomplishment report to the division
office. The division office will provide feedback to the school and give
recommendations.
D. Expected Impact of Project Pabasa
The conduct of Project Pabasa provides Bayugan City Division an

avenue to acknowledge the diversity of the student population. With this
program, the reading partners ensure that the curriculum includes text
and reading skills that match the students’ reading levels.
Further, Project Pabasa promotes spirit of collaboration among
education stakeholders and encourages reading as a habit to learn, to lead
and to live. For the reading teachers, Project Pabasa will help them love
reading, teach reading to the learners and make it their passion, become
more effective in teaching reading and make interventions that are more
responsive to the needs of the learners.
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Project Pabasa
PASSAGES
TITLES OF THE PASSAGES FOR PROJECT PABASA READING PROGRAM
GRADE LEVEL FILIPINO/ MTB ENGLISH
KINDERGARTEN Competencies: Identifying and Sounding None

Letters in MTB
GRADE 1 Kang Imi ang Isda None
GRADE 2 Sampung Piso My Coin
GRADE 3 Ginto sa Bahaghari Trash Recycle
GRADE 4 Isang Pangarap Get Up Jackie
GRADE 5 Tagtuyot Dala ng El Nino Frog’s Lunch
GRADE 6 Buhayin ang Kabundokan Yawning
GRADE 7 Ang Madaldal na Pagong The Human Brain
GRADE 8 Kahalagahan ng Edukasyon Why Flies are Dangerous
GRADE 9 Golbal Warming The Origin of Rocks
GRADE 10 Ang Dayuhan Isaac Newton
GRADE 11
GRADE 12 Hagdanan Kitty Door
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Projec
GRADE 1 Passage ________________

Assessor’s Copy Date of Conduct
Pagganyak: Sabihin: Maayong buntag/ hapon day/dong. Aduna ka bay mga binuhing
mananap? Giunsa man nimo kini pag-atiman? Basaha ang mubo nga sugilanon ug sabta
kini. Adunaykoy mga pangutana pagkahuman nimo og basa.
Kang Imi ang Isda
Nagluya ang iring ni Mimi nga si Imi. Dili na kini ganahan

makigdula sa iya.
“Aha, kabalo nako!”, ingon ni Mimi. Dali nga mikuha si Mimi

og piniritong isda.
Iya kining gipakita kang Imi. Daling miduol ug mitungtong si

Imi sa paa ni Mimi.
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Projec
Learner’s Copy
Kang Imi ang Isda
Nagluya ang iring ni Mimi nga si Imi. Dili na kini ganahan

makigdula sa iya.
“Aha, kabalo nako!”, ingon ni Mimi. Dali nga mikuha si

Mimi og piniritong isda.
Iya kining gipakita kang Imi. Daling miduol ug mitungtong

si Imi sa paa ni Mimi.
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Projec
Passage- ENGLISH 2 ________________

Prompt: Say: Good morning/afternoon. Have seen a five peso coin and a ten peso coin? What other
coins have you seen? How much is your “baon” mother gave you every day? Read the story.
My Coin
I have a coin. It is round and small.
It is thin not thick. Its color is gold or silver.
Everyday mother give me five silver coins.
Sometimes father give me ten golden coins.
I can buy healthy foods with ten golden coins.
Five silver coins can buy puto, bibingka ,.
Banana cue and peanut roll too.
Golden coin, silver coin, it is my coin.
No. of words: 66
Written by: Jingle R. Bailo
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Projec
Learner’s Copy
My Coin
I have a coin. It is round and small.
It is thin not thick. Its color is gold or silver.
Everyday mother gives me five silver coins.
Sometimes father gives me ten golden coins.
I can buy healthy foods with ten golden coins.
Five silver coins can buy puto, bibingka ,.
Banana cue and peanut roll too.
Golden coin, silver coin, it is my coin.
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Projec

Prompt: Say: Good morning/afternoon. Do you know what is recycle? What are the things that we
should recycle? Can anyone join this activity? Read the story.
Trash Recycle
Mrs. Lasaca, the teacher in Science III explained the importance of
recycling. She emphasized that recycling will help the environment. In the way
home, the children started picking up trashes inside and outside the school.
They also picked trashes found in the streets and even in their homes. The
children from Mrs. Lasaca’s class made a campaign to the entire school that
each learner will start recycling now.
Number of words: 68
Written by : Miriam Y. Lasaca
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Projec
Learner’s Copy
Trash Recycle
Mrs. Lasaca, the teacher in Science III explained the
importance of recycling. She emphasized that recycling will help the
environment. In the way home, the children started picking up
trashes inside and outside the school. They also picked trashes
found in the streets and even in their homes. The children from
Mrs. Lasaca’s class made a campaign to the entire school that each
learner will start recycling now.
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Projec

Prompt: Say: Good morning/afternoon. What do you do every morning? Did you wake up early? Is
your mother always shout to wake you up? Read the story.
Get Up, Jacky!
“Ring! Ring!” rang the clock.
But Jacky did not get up.
“Wake up, Jacky! Time for school,” yelled Mom.
And yet Jacky did not get up.
“Beep! Beep!” honked the horn of the bus.
Jacky still laid snug on the bed.
Suddenly, a rooster crowed out loud
and sat on the window sill.
Jacky got up and said with cheer,

“I will get up now. I will!”
No. of words: 67
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Projec
Learner’s Copy
Get Up, Jacky!
“Ring! Ring!” rang the clock.
But Jacky did not get up.
“Wake up, Jacky! Time for school,” yelled Mom.
And yet Jacky did not get up.
“Beep! Beep!” honked the horn of the bus.
Jacky still laid snug on the bed.
Suddenly, a rooster crowed out loud
and sat on the window sill.
Jacky got up and said with cheer,

“I will get up now. I will!”
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Projec

Prompt: Say: Good morning/afternoon. What do you do every morning? Did you wake up early? Is
your mother always shout to wake you up? Read the story.
Frog’s Lunch
One day, a frog sat on a lily pad, still as a rock.
A fish swam by.
“Hello, Mr. Frog! What are you waiting for?”
“I am waiting for my lunch,” said the frog.
“Oh, good luck!” said the fish and swam away.
Then, a duck waddled by.
“Oh, good luck!” said the duck and waddled away.
Then a bug came buzzing by.
“Hello, Mr. Frog! What are you doing?” asked the bug.
“I’m having my lunch! Slurp!” said the frog.

Mr. Frog smiled.
No. of words: 101
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Projec
Learner’s Copy
Frog’s Lunch
One day, a frog sat on a lily pad, still as a rock.

A fish swam by.
“Oh, good luck!” said the fish and swam away.
Then, a duck waddled by.
“Oh, good luck!” said the duck and waddled away.
Then a bug came buzzing by.
“Hello, Mr. Frog! What are you doing?” asked the bug.
“I’m having my lunch! Slurp!” said the frog.
Mr. Frog smiled.
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Projec

Prompt: Say: Good morning/afternoon. Why do we yawn? What makes us yawn? Can we control it?
Read the selection.
Yawning
What makes us yawn? Yawning is something that we cannot control. Even

in the mother’s womb, eleven-week-old babies have been observed to yawn. But
why do we do it?
One popular explanation for yawning is that a person may be tired or
bored. Although many believe this to be true, it cannot explain why athletes
yawn before an event or why dogs yawn before an attack.
It is said that yawning is caused by a lack of oxygen and excess carbon
dioxide. A good example of this is when we yawn in groups. We yawn because
we are competing for air.
Others even believe that we yawn to cool our brains off. Cool brains
allow us to think more clearly so yawning is said to help us become more alert.
No of words: 129
Reference: McManus, M. R. (2001). What makes us Yawn? Retrieved from: Howstuffworks com
http://science.howstuffworks.com/life/inside-the-mind/human-brain/question572.htm
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Projec
Learner’s Copy
Yawning
What makes us yawn? Yawning is something that we cannot control. Even

in the mother’s womb, eleven-week-old babies have been observed to yawn. But
why do we do it?
One popular explanation for yawning is that a person may be tired or
bored. Although many believe this to be true, it cannot explain why athletes
yawn before an event or why dogs yawn before an attack.
It is said that yawning is caused by a lack of oxygen and excess carbon
dioxide. A good example of this is when we yawn in groups. We yawn because
we are competing for air.
Others even believe that we yawn to cool our brains off. Cool brains
allow us to think more clearly so yawning is said to help us become more alert.
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Projec

Motivation: Our body is like a machine. Each part has a function. Read this selection and find out the
function of some parts.
The Human Brain
Man is the highest form of animal. He is the most intelligent of all animals. He
can think. He has the brain that helps him think. It tells him to do or not to do
something.
When he sees a snake, the eyes send a message to the brain. The nerve
connected to the eyes will carry the message to the brain. The brain tells the eyes
that what they see is a snake. The brain sends a message too, to the feet through
another nerve.
The brain may also send a message to the hands through another nerve. It
may tell the hands to get something and kill the snake.
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Projec
Learner’s Copy
The Human Brain
Man is the highest form of animal. He is the most intelligent of all

animals. He can think. He has the brain that helps him think. It tells him to
do or not to do something.
When he sees a snake, the eyes send a message to the brain. The
nerve connected to the eyes will carry the message to the brain. The brain
tells the eyes that what they see is a snake. The brain sends a message too,
to the feet through another nerve.
The brain may also send a message to the hands through another
nerve. It may tell the hands to get something and kill the snake.
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Projec

Motivation: The story is about a tiny insect. But it is considered one of the most dangerous animals.
Read the selection and find out why.
Why Flies Are Dangerous?
The fly is the most dangerous animals in the world. It carries disease germs
that cause illness and deaths. Under its feet are two pads where germs stick when
they alight on dirty matter.
Flies feed on dirty places and hatch their young in these places, too. They like
to stay in open toilets, garbage cans, and decaying matter of all kinds. Can you see
why they should not be left alighting on our food? We must keep these flies out of
the house or kill them.
But then, do you know that flies can see in nearly all direction? They have two
eyes of which are made of thousands of tiny eyes. Maybe that is the reason flies
are so difficult to kill.
But the most important thing to do to get rid of flies is to keep our
surroundings clean and destroy their breeding places.
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Projec
Learner’s Copy
Why Flies Are Dangerous?
The fly is the most dangerous animals in the world. It carries disease germs
that cause illness and deaths. Under its feet are two pads where germs stick when
they alight on dirty matter.
Flies feed on dirty places and hatch their young in these places, too. They like
to stay in open toilets, garbage cans, and decaying matter of all kinds. Can you see
why they should not be left alighting on our food? We must keep these flies out of
the house or kill them.
But then, do you know that flies can see in nearly all directions? They have
two eyes of which are made of thousands of tiny eyes. Maybe that is the reason
flies are so difficult to kill.
But the most important thing to do to get rid of flies is to keep our
surroundings clean and destroy their breeding places.
29
Projec

Motivation: Don’t you wonder why stones or rocks don’t look alike? The following selection may tell
you why it is so.
The Origin of Rocks
Have you studied a stone closely? It is lifeless, but it has a long history longer
than the history of man. Living things are not the only things that have a history.
Rocks also have a history. They can change in the course of time. That is the
reason why rocks do not look alike. They are formed in many ways. A tiny pebble
may belong to belong to one of the three families of rocks.
One family of rocks is igneous rocks. They are formed from materials which
have been melted by much heat. Most often they are formed as a result of a
volcanic eruption.
Another family of rocks is sedimentary rocks. Sedimentary comes from the
Latin word sedimentum which means settlement. Sediments settle to the bottom of
the water. Sedimentary rocks settle to the bottom of water. Sedimentary rocks are
formed from the settled matter.
Still another family of rocks is metamorphic rocks. Metamorphic rocks are
formed from the other rocks that changed after millions of years.
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Projec
Learner’s Copy
The Origin of Rocks
Have you studied a stone closely? It is lifeless, but it has a long history longer
than the history of man. Living things are not the only things that have a history.
Rocks also have a history. They can change in the course of time. That is the
reason why rocks do not look alike. They are formed in many ways. A tiny pebble
may belong to belong to one of the three families of rocks.
One family of rocks is igneous rocks. They are formed from materials which
have been melted by much heat. Most often they are formed as a result of a
volcanic eruption.
Another family of rocks is sedimentary rocks. Sedimentary comes from the
Latin word sedimentum which means settlement. Sediments settle to the bottom of
the water. Sedimentary rocks settle to the bottom of water. Sedimentary rocks are
formed from the settled matter.
Still another family of rocks is metamorphic rocks. Metamorphic rocks are
formed from the other rocks that changed after millions of years.
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Projec
Passage- ENGLISH 10 ________________

Motivation: Have you heard about who Isaac Newton is? The following selection may tell you who he
was.
Isaac Newton
Isaac Newton made many discoveries and theories that have changed the world. His
studies in Physics have influenced modern physics greatly with his laws of motion, his
study of light, and his law of gravitational motion. Newton also created one of the most
important scientific books of all time, the Principia, widely regarded as one of the most
influential works on Physics of all times.
Isaac Newton was born in Wools Thorpe, Lincolnshire. He was born on December
25, 1642, and was born posthumously and prematurely and barely hung onto “life” and
“had an ill-starred youth.” Isaac Newton grew up from family of farmers and he became
very prosperous because of it. He never knew his father, who was also named Isaac
Newton, who died in October 1642, three months before his son was born.
Although Newton’s father owned a great deal of property and animals which made
him a wealthy man, he was uneducated and could not sign his own name. His mother
marrying again three years later left the child with his grandparents.
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Projec
Learner’s Copy
ISAAC NEWTON
Isaac Newton made many discoveries and theories that have changed the world. His
studies in Physics have influenced modern physics greatly with his laws of motion, his
study of light, and his law of gravitational motion. Newton also created one of the most
important scientific books of all time, the Principia, widely regarded as one of the most
influential works on Physics of all times.
Isaac Newton was born in Wools Thorpe, Lincolnshire. He was born on December
25, 1642, and was born posthumously and prematurely and barely hung onto “life” and
“had an ill-starred youth.” Isaac Newton grew up from family of farmers and he became
very prosperous because of it. He never knew his father, who was also named Isaac
Newton, who died in October 1642, three months before his son was born.
Although Newton’s father owned a great deal of property and animals which made
him a wealthy man, he was uneducated and could not sign his own name. His mother
marrying again three years later left the child with his grandparents.
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Projec
Passage- ENGLISH SHS ________________

Motivation: Have you heard about who Isaac Newton is? The following selection may tell you who he
was.
The Kitty Door
Last week we installed a kitty door so that our cat could come and go as she
pleases.
Unfortunately, we ran into a problem. Our cat was afraid to use the kitty door. We
tried pushing her through, and that caused her to be even more afraid. The kitty door was
dark, and she couldn’t see what was on the other side.
The first step we took in solving this problem was taping the kitty door open. After
a couple of days, she was confidently coming and going through the open door. However,
when we removed the tape and closed the door, once again, she would not go through.
They say you catch more bees with honey, so we decided to use food as bait. We would
sit next to the kitty door with a can of wet food and click the top of the can.
When kitty came through the closed door, we would open the can and feed her. It
took five days of doing this to make her unafraid of using the kitty door. Now we have just
one last problem; our kitty controls our lives!
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Projec
Learner’s Copy
The Kitty Door
Last week we installed a kitty door so that our cat could come and go as she
pleases.
Unfortunately, we ran into a problem. Our cat was afraid to use the kitty door. We
tried pushing her through, and that caused her to be even more afraid. The kitty door was
dark, and she couldn’t see what was on the other side.
The first step we took in solving this problem was taping the kitty door open. After
a couple of days, she was confidently coming and going through the open door. However,
when we removed the tape and closed the door, once again, she would not go through.
They say you catch more bees with honey, so we decided to use food as bait. We would
sit next to the kitty door with a can of wet food and click the top of the can.
When kitty came through the closed door, we would open the can and feed her. It
took five days of doing this to make her unafraid of using the kitty door. Now we have just
one last problem; our kitty controls our lives.
FOR SENIOR HIGH SCHOOL
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Projec
MOTHER TONGUE FOR GRADE 1
Passage- MTB 1 ________________

Pagganyak: Sabihin: Maayong buntag/ hapon day/dong. Aduna ka bay mga binuhing mananap?
Giunsa man nimo kini pag-atiman? Basaha ang mubo nga sugilanon ug sabta kini.
Kang Imi ang Isda
Nagluya ang iring ni Mimi nga si Imi. Dili na kini ganahan makigdula sa iya.
“Aha, kabalo nako!”, ingon ni Mimi. Dali nga mikuha si Mimi og piniritong isda.
Iya kining gipakita kang Imi. Daling miduol ug mitungtong si Imi sa paa ni Mimi.
Bilang ng salita: 48
Sinulat ni: Janice Marie S. Dandasa
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Projec
Learner’s Copy
Kang Imi ang Isda
Nagluya ang iring ni Mimi nga si Imi. Dili na kini

ganahan makigdula sa iya.
“Aha, kabalo nako!”, ingon ni Mimi. Dali nga mikuha

si Mimi og piniritong isda.
Iya kining gipakita kang Imi. Daling miduol ug

mitungtong si Imi sa paa ni Mimi.
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FILIPINO
Passage- Filipino 2 ________________
Pagganyak: Sabihin: Magandang umaga/hapon. Naranasan mo na bang mawalan ng pamasaheng

pera? Nakakita ka na rin ban g pera habang ikaw ay naglalakad sa daan? May ipaProject Pabasaako
sa iynong maikling kwento.
Ang Sampung Piso
Ting! Ting! Ting! Napalingon si Alicia. Nakita niya ang isang sampung piso. Pinulot
niya ito at palinga-linga sa buong paligid. “Kanino kaya ito?”, tanong sa sarili. Dahil walang
maisip kaya isinuksok niya sa kanyang bulsa.
Sa di kalayuan, may isang batang lalaki. Umiiyak. Tinanong niya ito. “Boy, bakit ka
umiiyak?” “Naiwala ko po ang aking sampung piso. Pamasahe ko po iyon,” sagot ng bata.
Kinapa ni Alicia ang bulsa at ibingay ang pera. “Ito oh, napulot ko doon sa kanto.” Sabay
bigay ng sampung piso.
Sinulat ni : Jingle R. Bailo
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Projec
Learner’s Copy
Ang Sampung Piso
Ting! Ting! Ting! Napalingon si Alicia. Nakita niya ang

isang sampung piso. Pinulot niya ito at palinga-linga sa buong
paligid. “Kanino kaya ito?”, tanong sa sarili. Dahil walang
maisip kaya isinuksok niya sa kanyang bulsa.
Sa di kalayuan, may isang batang lalaki. Umiiyak.

Tinanong niya ito. “Boy, bakit ka umiiyak?” “Naiwala ko po
ang aking sampung piso. Pamasahe ko po iyon,” sagot ng bata.
Kinapa ni Alicia ang bulsa at ibingay ang pera. “Ito oh,
napulot ko doon sa kanto.” Sabay bigay ng sampung piso.
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Projec

Pagganyak: Sabihin: Magandang umaga/hapon. Nakakita ka na ba ng isang bahaghari? Ano ang

iyong napapansin kapag nakikita mo ito? May masaba ba itong naidudulot sa tao?May ipaProject
Pabasaako sa iynong maikling kwento.
Ang Ginto sa Bahaghari
May isang batang ayaw pumasok sa paaralan. Isang araw habang
naka upo siya sa puno may narinig siyang boses. Ang sabi “Gusto mo
bang makuha ang ginto sa dulo ng bahaghari?” ”Opo” ang sagot ng
bata. Kaya sinunod niya ang payo ng boses .Lumakad nang malayo,
lumangoy sa dagat, umakyat sa bundok hanggang narating niya ang
dulo ng bahag hari. May Panutong nakasulat para makuha ang ginto
ngunit hindi niya naiintindihan dahil hindi siya marunong magbasa.
Kaya, umuwi siya at kinaumagahan, hinanda niya ang sarili upang
pumasok sa paaralan.
Sinulat ni: Meriam Y. Lasaca
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Projec
Learner’s Copy
Ang Ginto sa Bahaghari

May isang batang ayaw pumasok sa paaralan. Isang araw
habang naka upo siya sa puno may narinig siyang boses. Ang sabi
“Gusto mo bang makuha ang ginto sa dulo ng bahaghari?” ”Opo” ang
sagot ng bata. Kaya sinunod niya ang payo ng boses .Lumakad nang
malayo, lumangoy sa dagat, umakyat sa bundok hanggang narating
niya ang dulo ng bahag hari. May Panutong nakasulat para makuha
ang ginto ngunit hindi niya naiintindihan dahil hindi siya marunong
magbasa. Kaya, umuwi siya at kinaumagahan, hinanda niya ang sarili
upang pumasok sa paaralan.
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Pagganyak: Sabihin: Magandang umaga/hapon. Mayroon ka bang isang lugar na pangarap

puntahan? Ano ito? Saan kayang lugar makararating ang pangarap ng ating bida sa kwento?
IProject Pabasaang kwento.
Isang Pangarap
Kasama si Jamil, isang batang Muslim, sa sumalubong sa pagdating ng kanyang
tiyuhin. “Tito Abdul, saan po ba kayo galing?” tanong ni Jamil. “Galing ako sa
Mecca, ang banal na sambahan nating mga Muslim. Bawat isa sa atin ay
nangangarap na makapunta roon. Mapalad ako dahil narating ko iyon.” “Bakit
ngayon po kayo nagpunta roon?” “Kasi, isinasagawa natin ngayon ang Ramadan, ang
pinakabanal na gawain ng mga Muslim. Pag-alala ito sa ating banal na aklat na
tinatawag na Koran. Doon ipinahayag na sugo ni Allah si Mohammed.” “Alam ko po
ang Ramadan. Nag-aayuno tayo at hindi kumakain mula sa pagsikat ng araw
hanggang hapon.” “Oo. Isang paraan kasi natin ito upang ipakita ang pagsisisi sa
nagawa nating kasalanan.” “Pangarap ko rin pong makapunta sa Mecca,” sabi ni
Jamil.
Bilang ng mga salita: 128
Mula sa Phil IRI
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Projec
Learner’s Copy
Isang Pangarap
Kasama si Jamil, isang batang Muslim, sa sumalubong sa pagdating ng
kanyang tiyuhin. “Tito Abdul, saan po ba kayo galing?” tanong ni Jamil. “Galing ako
sa Mecca, ang banal na sambahan nating mga Muslim. Bawat isa sa atin ay
nangangarap na makapunta roon. Mapalad ako dahil narating ko iyon.” “Bakit
ngayon po kayo nagpunta roon?” “Kasi, isinasagawa natin ngayon ang Ramadan, ang
pinakabanal na gawain ng mga Muslim. Pag-alala ito sa ating banal na aklat na
tinatawag na Koran. Doon ipinahayag na sugo ni Allah si Mohammed.” “Alam ko po
ang Ramadan. Nag-aayuno tayo at hindi kumakain mula sa pagsikat ng araw
hanggang hapon.” “Oo. Isang paraan kasi natin ito upang ipakita ang pagsisisi sa
nagawa nating kasalanan.” “Pangarap ko rin pong makapunta sa Mecca,” sabi ni
Jamil.
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Pagganyak: Sabihin: Magandang umaga/hapon. Nakaranas ka na ba ng tagtuyot? Ano kaya ang

nangyayari kung may tagtuyot? IProject Pabasaang kwento.
Tagtuyot Dala ng El Niňo
Tagtuyot ang hatid ng El Niño. Dahil dito, bumababa ang water level at
nagkukulang sa suplay ng tubig sa mga anyong tubig, gaya ng mga ilog at batis.
Nagkukulang din sa suplay ng tubig sa mga imbakan gaya ng La Mesa Dam na
matatagpuan sa Lungsod Quezon at Angat Dam sa Bulacan. Ang mga ito ang
pinagkukunan ng tubig sa Kamaynilaan at sa mga karatig probinsya nito. Malaki
ang epektong dulot ng El Niño sa buhay ng tao. Kukulangin ang suplay ng tubig
na inumin, pati na rin ang gagamiting tubig para sa iba pang pangangailangan.
Hindi lamang tao ang mahihirapan sa epekto ng tagtuyot. Kung kulang ang tubig,
magkakasakit ang mga hayop at maaari rin silang mamatay. Ang tubig ay
kailangan din ng mga halaman at kagubatan. Maraming apektadong taniman kung
kulang ang patubig. Dahil sa sobrang init, maaaring mag-apoy ang mga puno na
nagdudulot ng sunog. Isang malaking tulong sa panahon ng El Niño ay ang
pagtitipid ng tubig. Iwasang aksayahin at gamitin ang tubig sa hindi
mahahalagang bagay.
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Mula sa Phil IRI
Learner’s Copy
Tagtuyot Dala ng El Niňo
Tagtuyot ang hatid ng El Niño. Dahil dito, bumababa ang water level at
nagkukulang sa suplay ng tubig sa mga anyong tubig, gaya ng mga ilog at batis.
Nagkukulang din sa suplay ng tubig sa mga imbakan gaya ng La Mesa Dam na
matatagpuan sa Lungsod Quezon at Angat Dam sa Bulacan. Ang mga ito ang
pinagkukunan ng tubig sa Kamaynilaan at sa mga karatig probinsya nito. Malaki
ang epektong dulot ng El Niño sa buhay ng tao. Kukulangin ang suplay ng tubig
na inumin, pati na rin ang gagamiting tubig para sa iba pang pangangailangan.
Hindi lamang tao ang mahihirapan sa epekto ng tagtuyot. Kung kulang ang tubig,
magkakasakit ang mga hayop at maaari rin silang mamatay. Ang tubig ay
kailangan din ng mga halaman at kagubatan. Maraming apektadong taniman kung
kulang ang patubig. Dahil sa sobrang init, maaaring mag-apoy ang mga puno na
nagdudulot ng sunog. Isang malaking tulong sa panahon ng El Niño ay ang
pagtitipid ng tubig. Iwasang aksayahin at gamitin ang tubig sa hindi
mahahalagang bagay.
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Pagganyak: Sabihin: Magandang umaga/hapon. Nakakita ka na ba ng kabundukan? Ano-anong

mga bagay ang ginagamit natin na galing dito ? Paano kaya natin maililigtas ang ating mga
kabundukan? IProject Pabasaang kwento.
Buhayin ang Kabundukan
Ang mga kabundukan ay isa sa magagandang tanawin sa ating kapaligiran.
Taglay nito ang mga punungkahoy na nagbibigay ng ating mga pangangailangan.
Makikita rito ang sari-saring mga halaman na nakalulunas ng ibang karamdaman,
mga orkidyas, mga ligaw na bulaklak at mga hayop.
Ang mga punungkahoy at iba pang halaman ay tumutulong sa pagpigil ng
erosyon o pagguho ng lupa dulot ng ulan o baha. Nagsisilbi rin itong watershed
para sa sapat na pagdaloy ng tubig.
Subalit marami sa mga kabundukan natin ang nanganganib. Ang dating lugar
na pinamumugaran ng mga ibon at mga ligaw na bulaklak ay unti-unti nang
nasisira. Dahil sa patuloy na pagputol ng mga punungkahoy, marami na ang
nagaganap na mga kalamidad tulad ng biglaang pagbaha sa iba’t ibang pook.
Sa pangunguna at pakikipagtulungan ng Department of Environment and
Natural Resources (DENR), ang ahensya ng bansa na tumutugon sa pag-aalaga ng
kapaligiran at kalikasan, ang pagkasira ng kabundukan ay nabigyan ng solusyon.
Ang reforestation o muling pagtatanim ng puno kapalit ng mga pinutol o namatay
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na mga puno ay isa sa mga programa ng DENR. Maraming tao ang natuwa dito at
inaasahan nila na darating ang panahon na manunumbalik ang kagandahan at
kasaganaan ng mga kabundukan.

Mula sa Phil IRI
Learner’s Copy
Buhayin ang Kabundukan
Ang mga kabundukan ay isa sa magagandang tanawin sa ating

kapaligiran. Taglay nito ang mga punungkahoy na nagbibigay ng ating mga
pangangailangan. Makikita rito ang sari-saring mga halaman na nakalulunas
ng ibang karamdaman, mga orkidyas, mga ligaw na bulaklak at mga hayop.
Ang mga punungkahoy at iba pang halaman ay tumutulong sa pagpigil
ng erosyon o pagguho ng lupa dulot ng ulan o baha. Nagsisilbi rin itong
watershed para sa sapat na pagdaloy ng tubig.
Subalit marami sa mga kabundukan natin ang nanganganib. Ang
dating lugar na pinamumugaran ng mga ibon at mga ligaw na bulaklak ay
unti-unti nang nasisira. Dahil sa patuloy na pagputol ng mga punungkahoy,
marami na ang nagaganap na mga kalamidad tulad ng biglaang pagbaha sa
iba’t ibang pook.
Sa pangunguna at pakikipagtulungan ng Department of Environment
and Natural Resources (DENR), ang ahensya ng bansa na tumutugon sa
pag-aalaga ng kapaligiran at kalikasan, ang pagkasira ng kabundukan ay
nabigyan ng solusyon. Ang reforestation o muling pagtatanim ng puno
kapalit ng mga pinutol o namatay na mga puno ay isa sa mga programa ng
DENR. Maraming tao ang natuwa dito at inaasahan nila na darating ang
panahon na manunumbalik ang kagandahan at kasaganaan ng mga
kabundukan.
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Pagganyak: Sabihin: Magandang umaga/hapon. Na alaala pa ba ninyo ang kwentong bayan

tungkol sa magkaibigang Pagong at Matshing? Basahin ang kwento.
Ang Madaldal na Pagong
Isang umagang maganda ang panahon ay nagkita-kita ang
magkakaibigan sa sapa, Sina Inang gansa, Amang gansa at Madaldal na
pagong. Sila’y nagkwentuhan ng kung anu-anong bagay hanggang sa
magpaalam ang dalawang gansa na sila’y uuwi na.
Naisipan ng Pagong na nais niyang sumama sa tahanan ng mga
gansa. “Bakit hindi ninyo ako isama sa inyong tahanan? Nais kong
sumama!”
“Ngunit wala kang pakpak Pagong. Paano ka makakalipad papunta
sa aming tahanan?” sabi ni Inang Gansa.
Nag-isip ang tatlo ng paraan kung paano makakasama si Madaldal na
Pagong.
“Alam ko na!” sabi ni Amang Pagong. “Kukuha tayo ng kahoy na
maari nating kagating tatlo. Kakagatin namin ni Inang gansa ang
magkabilang dulo at ikaw ay kakagat sa bandang gitna at sabay kaming
lilipad. Sa ganoong paraan ay makapupunta ka sa aming tahanan. Ngunit
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lagi mong tatandaan, huwag na huwag kang magsasalita kundi ika’y
mahuhulog sa lupa.”
“Pangako, tatandaan ko!” anang Pagong.
Napangiti si Pagong sa ideya at dali-daling humanap ng kahoy. Maya-
maya pa ay lumipad na ang dalawang gansa bitbit ang madaldal na
Pagong.
Labis na natuwa ang Pagong dahil sa bagong tanawin na kanyang
nakikita.. Maya-maya ay nagtumpukan ang mga bata sa ibaba at
sinisigaw ang kanilang pagkamangha sa nakikita.
“Ang galing ng Pagong! Siya’y lumilipad! Ang galing!” sigaw ng mga
bata.
Labis na natuwa ang Pagong at naisipan niyang magyabang sa mga
bata.
“Ako ang Dakilang Pago—“
Hindi na naituloy ng pagong ang kanyang sasabihin dahil nahulog siya
mula sa pagkakakagat sa kahoy. Lumagpak siya sa lupa at sising-sisi, dahil
sa pagmamayabang ay nahulog siya at di nakasama sa mag-asawang
gansa.
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Learner’s Copy
Ang Madaldal na Pagong
Isang umagang maganda ang panahon ay nagkita-kita ang
magkakaibigan sa sapa, Sina Inang gansa, Amang gansa at Madaldal na
pagong. Sila’y nagkwentuhan ng kung anu-anong bagay hanggang sa
magpaalam ang dalawang gansa na sila’y uuwi na.
Naisipan ng Pagong na nais niyang sumama sa tahanan ng mga
gansa. “Bakit hindi ninyo ako isama sa inyong tahanan? Nais kong
sumama!”
“Ngunit wala kang pakpak Pagong. Paano ka makakalipad papunta
sa aming tahanan?” sabi ni Inang Gansa.
Nag-isip ang tatlo ng paraan kung paano makakasama si Madaldal na
Pagong.
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Projec
“Alam ko na!” sabi ni Amang Pagong. “Kukuha tayo ng kahoy na
maari nating kagating tatlo. Kakagatin namin ni Inang gansa ang
magkabilang dulo at ikaw ay kakagat sa bandang gitna at sabay kaming
lilipad. Sa ganoong paraan ay makapupunta ka sa aming tahanan. Ngunit
lagi mong tatandaan, huwag na huwag kang magsasalita kundi ika’y
mahuhulog sa lupa.”
“Pangako, tatandaan ko!” anang Pagong.
Napangiti si Pagong sa ideya at dali-daling humanap ng kahoy. Maya-
maya pa ay lumipad na ang dalawang gansa bitbit ang madaldal na
Pagong.
Labis na natuwa ang Pagong dahil sa bagong tanawin na kanyang
nakikita.. Maya-maya ay nagtumpukan ang mga bata sa ibaba at
sinisigaw ang kanilang pagkamangha sa nakikita.
“Ang galing ng Pagong! Siya’y lumilipad! Ang galing!” sigaw ng mga bata.
Labis na natuwa ang Pagong at naisipan niyang magyabang sa mga
bata.
“Ako ang Dakilang Pago—“
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Projec
Hindi na naituloy ng pagong ang kanyang sasabihin dahil nahulog siya
mula sa pagkakakagat sa kahoy. Lumagpak siya sa lupa at sising-sisi, dahil
sa pagmamayabang ay nahulog siya at di nakasama sa mag-asawang
gansa.

Pagganyak: Sabihin: Magandang umaga/hapon. Alam mo ba ang kahalagahan ng Edukasyon sa

buhay ng mga tao? Bilang mag-aaral sa Baitang 8, may naidudulot ba itong kabutihan sa inyo?
Basahin ang kwento.
Ang Kahalagahan ng Edukasyon
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1. Ang pagkakaroon ng isang mataas at matibay na edukasyon ay isang
saligan upang mabago ang takbo ng isang lipunan tungo sa pagkakaroon
ng isang masaganang ekonomiya. Mataas na edukasyon na hindi lamang
binubuhay ng mga aklat o mga bagay na natutunan sa ating mga
unibersidad at paaralan. Bagaman, kasama ito sa mga pangunahing
elemento upang magkaroon ng sapat na edukasyon, ang praktikal na
edukasyon na nakabase sa ating araw-araw na pamumuhay ang siya pa
ring dapat na piliting maabot. Matibay ang isang edukasyon kung ito ay
pinagsamang katalinuhan bunga ng mga pormal na pag-aaral tungkol sa
Mathematics, Science, English at mga bagay na tungkol naman sa buhay
at kung paano mabuhay ng maayos.
2. Ang edukasyon ang nagiging daan tungo sa isang matagumpay na
hinaharap ng isang bansa. Kung wala nito, at kung ang mga mamamayan
ng isang lipunan ay hindi magkakaroon ng isang matibay at matatag na
pundasyon ng edukasyon, magiging mahirap para sa kanila na abutin ang
pag-unlad. Marapat lamang na maintindihan na ang edukasyon ay siyang
magdadala sa kanilang mga inaasam na mga mithiin.
3. Ang unang layunin ng edukasyon ay upang magkaroon ng kaalaman
sa mga bagay-bagay at impormasyon sa kasalukuyan, sa hinaharap at sa
kinabukasan. Ito ang nagsisilbing mekanismo na humuhubog sa isipan,
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Projec
damdamin at pakikisalamuha sa kapwa ng isang tao. Ito rin ang dahilan ng
mga mabubuti at magagandang pangyayari sa ating mundo at
ginagalawang kapaligiran.
4. Ang edukasyon ay kailangan ng ating mga kabataan sapagkat ito
ang kanilang magiging sandata sa buhay sa kanilang kinabukasan. Ang
kanilang kabataan ang siyang estado kung saan nila hinahasa ang
kanilang mga kaisipan at damdamin sa mga bagay na kailangan nila sa
kanilang pagtanda. Ang edukasyon ay mahalaga sapagkat ito ang
nagiging daan sa isang tao upang magkaroon ng mga kaalaman tungkol
sa kanyang buhay, pagkatao at komunidad na ginagalawan. Ito ang
naghuhubog ng mga kaisipan tungo sa isang matagumpay na mundo na
kailangan ng bawat isa upang lubusang mapakinabangan ang daigdig at
malaman ang mga layunin nito.
5. Ang kabataan ay nararapat lamang na magkaroon ng sapat na
edukasyon sa pamamagitan ng kanilang karanasan at pormal na programa
na nakukuha sa mga paaralan. Ito ang kanilang magiging armas upang
maharap nila ang mga bagay na kaakibat ng kanilang magiging
kinabukasan. At dahil sila ang ating pag-asa, nararapat lamang na ibigay
natin sa kanila ang lahat ng edukasyon na kailangan nila upang maabot
nila ang mga pangarap na nais nilang matupad.
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Learner’s Copy
Ang Kahalagahan ng Edukasyon
1. Ang pagkakaroon ng isang mataas at matibay na edukasyon ay isang
saligan upang mabago ang takbo ng isang lipunan tungo sa pagkakaroon
ng isang masaganang ekonomiya. Mataas na edukasyon na hindi lamang
binubuhay ng mga aklat o mga bagay na natutunan sa ating mga
unibersidad at paaralan. Bagaman, kasama ito sa mga pangunahing
elemento upang magkaroon ng sapat na edukasyon, ang praktikal na
edukasyon na nakabase sa ating araw-araw na pamumuhay ang siya pa
ring dapat na piliting maabot. Matibay ang isang edukasyon kung ito ay
pinagsamang katalinuhan bunga ng mga pormal na pag-aaral tungkol sa
Mathematics, Science, English at mga bagay na tungkol naman sa buhay
at kung paano mabuhay ng maayos.
2. Ang edukasyon ang nagiging daan tungo sa isang matagumpay na
hinaharap ng isang bansa. Kung wala nito, at kung ang mga mamamayan
ng isang lipunan ay hindi magkakaroon ng isang matibay at matatag na
pundasyon ng edukasyon, magiging mahirap para sa kanila na abutin ang
pag-unlad. Marapat lamang na maintindihan na ang edukasyon ay siyang
magdadala sa kanila sa kanilang mga inaasam na mga mithiin
3. Ang unang layunin ng edukasyon ay upang magkaroon ng kaalaman
sa mga bagay-bagay at impormasyon sa kasalukuyan, sa hinaharap at sa
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Projec
kinabukasan. Ito ang nagsisilbing mekanismo na humuhubog sa isipan,
damdamin at pakikisalamuha sa kapwa ng isang tao. Ito rin ang dahilan ng
mga mabubuti at magagandang pangyayari sa ating mundo at
ginagalawang kapaligiran.
4. Ang edukasyon ay kailangan ng ating mga kabataan sapagkat ito
ang kanilang magiging sandata sa buhay sa kanilang kinabukasan. Ang
kanilang kabataan ang siyang estado kung saan nila hinahasa ang
kanilang mga kaisipan at damdamin sa mga bagay na kailangan nila sa
kanilang pagtanda. Ang edukasyon ay mahalaga sapagkat ito ang
nagiging daan sa isang tao upang magkaroon ng mga kaalaman tungkol
sa kanyang buhay, pagkatao at komunidad na ginagalawan. Ito ang
naghuhubog ng mga kaisipan tungo sa isang matagumpay na mundo na
kailangan ng bawat isa upang lubusang mapakinabangan ang daigdig at
malaman ang mga layunin nito.
5. Ang kabataan ay nararapat lamang na magkaroon ng sapat na
edukasyon sa pamamagitan ng kanilang karanasan at pormal na programa
na nakukuha sa mga paaralan. Ito ang kanilang magiging armas upang
maharap nila ang mga bagay na kaakibat ng kanilang magiging
kinabukasan. At dahil sila ang ating pag-asa, nararapat lamang na ibigay
natin sa kanila ang lahat ng edukasyon na kailangan nila upang maabot
nila ang mga pangarap na nais nilang matupad.
56
Projec

Pagganyak: Sabihin: Magandang umaga/hapon. Bakit ba may tinatawag na Global Warming? Sa

anong kadahilanan at nagkaroon tayo nito? Basahin ang kwento.
Global Warming sa Pilipinas
Maraming isyu ang kinakaharap ng ating bansa sa kasalukuyan.
Ngunit kung ako’y bibigyan ng pagkakataon na maging bahagi ng mga
isyung ito, ang una kong pagtutuunan ng pansin ay ang isyu tungkol sa
ating kapaligiran. Ginawa ko ang sanaysay na ito upang mailahad ko ang
mga bagay na aking naiisip na kaakibat ng ating kapaligiran sa
kasalukuyang panahon.
Patuloy na nasisira ang ating kapaligiran, dahilan upang magkaroon
ng negatibong pagbabago hindi lamang dito sa ating bansa bagkus pati
na rin sa buong sandaigdig. Ang lumalalang sitwasyon ay nagiging
dahilan upang magkaroon ng pangyayari na tinatawag na global
warming. Ang global warming ay ang pagtaas ng temperatura ng ating
mga karagatan at atmosphere at ang patuloy na paglala nito. Sinasabi
57
Projec
ng mga scientist at mga eksperto na ang dahilan nito ay ang pagsusunog
ng mga fossil fuels na nagiging sanhi ng pagkasira ng ozone layer ngating
atmosphere. At dahil unti-unting nabubutas ang ozone layer, ang init na
galing sa araw o itong tinatawag na sun’s rays na mapanganib sa ating
kapaligiran kung ito’y direktang makapapasok ay siya na ngang
nagyayari sa kasalukuyang panahon. Ang ozone layer ang siyang
nagsisilbing taga-sala nito o filter upang hindi ang mga mabubuting sinag
lamang ang makapasok sa ating atmosphere.
Sa isyu ng global warming, napakahalaga na pagtuunan ng pansin
ang mga bagay na nagiging dahilan ng ganitong pangyayari. Alamin, sa
abot ng makakaya, ang mga sanhi ng global warming. Sa ganitong
paraan, malalaman natin ang mga dahilan ng pagkasira ng ating
atmosphere at magagawan natin ng paraan. Maiiwasan natin ang mga
gawaing nakapagdudulot ng unti-unting pagkabutas ng ating ozone layer
gaya ng pagsusunog ng mga fossil fuels.
Hindi lamang sa ating henerasyon maaaring makaapekto ang global
warming. Higit na mararamdaman ito ng ating mga anak at kanilang mga
pamilya kung hindi natin maaagapan ang pagkasira ngating kapaligiran.
Marapat lamang na hanggang maaga ay kumilos tayo upang hindi na
lumala pa ang sitwasyon. Kailangan lamang na magkaisa tayo upang
masolusyunan natin ang problemang kinakaharap. Malaki ang ambag ng
bawat isa sa pagkakaroon ng mabuti at malinis na kapaligiran. Huwag
58
Projec
nasana tayong dumagdag pa sa mga taong patuloy ang pagsira sa ating
kapaligiran.
Learner’s Copy
Global Warming sa Pilipinas
Maraming isyu ang kinakaharap ng ating bansa sa kasalukuyan.
Ngunit kung ako’y bibigyan ng pagkakataon na maging bahagi ng mga
isyung ito, ang una kong pagtutuunan ng pansin ay ang isyu tungkol sa
ating kapaligiran. Ginawa ko ang sanaysay na ito upang mailahad ko ang
mga bagay na aking naiisip na kaakibat ng ating kapaligiran sa
kasalukuyang panahon.
Patuloy na nasisira ang ating kapaligiran, dahilan upang magkaroon
ng negatibong pagbabago hindi lamang dito sa ating bansa bagkus pati
na rin sa buong sandaigdig. Ang lumalalang sitwasyon ay nagiging
dahilan upang magkaroon ng pangyayari na tinatawag na global
59
Projec
warming. Ang global warming ay ang pagtaas ng temperatura ng ating
mga karagatan at atmosphere at ang patuloy na paglala nito. Sinasabi
ng mga scientist at mga eksperto na ang dahilan nito ay ang pagsusunog
ng mga fossil fuels na nagiging sanhi ng pagkasira ng ozone layer ngating
atmosphere. At dahil unti-unting nabubutas ang ozone layer, ang init na
galing sa araw o itong tinatawag na sun’s rays na mapanganib sa ating
kapaligiran kung ito’y direktang makapapasok ay siya na ngang
nagyayari sa kasalukuyang panahon. Ang ozone layer ang siyang
nagsisilbing taga-sala nito o filter upang hindi ang mga mabubuting sinag
lamang ang makapasok sa ating atmosphere.
Sa isyu ng global warming, napakahalaga na pagtuunan ng pansin
ang mga bagay na nagiging dahilan ng ganitong pangyayari. Alamin, sa
abot ng makakaya, ang mga sanhi ng global warming. Sa ganitong
paraan, malalaman natin ang mga dahilan ng pagkasira ng ating
atmosphere at magagawan natin ng paraan. Maiiwasan natin ang mga
gawaing nakapagdudulot ng unti-unting pagkabutas ng ating ozone layer
gaya ng pagsusunog ng mga fossil fuels.
Hindi lamang sa ating henerasyon maaaring makaapekto ang global
warming. Higit na mararamdaman ito ng ating mga anak at kanilang mga
pamilya kung hindi natin maaagapan ang pagkasira ngating kapaligiran.
Marapat lamang na hanggang maaga ay kumilos tayo upang hindi na
60
Projec
lumala pa ang sitwasyon. Kailangan lamang na magkaisa tayo upang
masolusyunan natin ang problemang kinakaharap. Malaki ang ambag ng
bawat isa sa pagkakaroon ng mabuti at malinis na kapaligiran. Huwag
nasana tayong dumagdag pa sa mga taong patuloy ang pagsira sa ating
kapaligiran.

Pagganyak: Sabihin: Magandang umaga/hapon. Bakit ba may tinatawag na Global Warming? Sa

anong kadahilanan at nagkaroon tayo nito? Basahin ang kwento.
Dayuhan
- Buenaventura S. Medina, Jr.
61
Projec
Isang gabi, napakislot sa pagkakahiga nang marinig na naman niya
ang daing ng kanyang masakiting ama mula sa silid nito. Nagbalikwas siya
para tunguhin ang silid ng kanyang ama, subalit nagbaga na naman ang
kanyang damdaming hindi maipaliwanag. Nang buksan niya ang kanyang
pinto, nakita niya ang kanyang ina at sa pamamagitan ng tingin nito'y
alam na niya ang dapat gawin. Pumunta siya sa lansangang-bayan para
tawagin si Dr. Santos. Sumama naman ang doktor para tingnan ang
kalagayan ng kanyang ama. Matagal ng may sakit ang kanyang ama
ngunit hindi rin lubusang gumaling dahil sa lagi nitong sinusuway ang bilin
ng doktor. Kung paalalahanan naman ng kanyang ina, nagagalit ang
kanyang ama dahil alam daw nito ang kanyang ginagawa. Dahil tanging
lalaking sa pamilya, ay inako na niya ang tungkuling tumawag ng
manggagamot sa anumang oras naroroon siya tuwing maririnig niya ang
daing ng kanyang ama.
Iyon ay isang gawain na matapat na niyang nagagampanan
matapos ibinilin sa kanya ng mga kapatid ang kalagayan ng kanilang ina
nang nagsisama ang mga ito sa kanilang napangasawa sa Kabisayaan. At
ito nga ang kanyang ginagawa, ang tulungan ang ina sa pag-aalaga sa
kanyang ama. Lubos na lamang ang kanyang pagtataka kung bakit
nasabi ng kanyang mga nakakatandang kapatid na siya na ang bahala
62
Projec
sa kanilang ina. May mga bagay siyang hindi nalalaman na tanging mga
kapatid lamang niyang nakakatanda ang nakakaalam mula sa kanilang
pinag-uusapan. Ngunit nabuo na sa isip nito ang pinag-uusapan nila,
sapagkat sa ibang umpukan sa maliit na pamayanang iyon, ay narinig
niya: Ang kanyang ama, si Ading at isang sanggol. At sa isip niya, marahil
ay marami pang Ading at marami pang sanggol sa buhay ng kanyang
ama.
Ang mga luhang nakikita niya sa kanyang ina, ang hinanakit ng
kanyang mga kapatid sa ama, ang natuklasang katotohanan tungkol sa
ama at kay Ading at sa sanggol ay ang mga rason marahil kung bakit
nakakaramdam siya ng isang damdaming dayuhan. At iyon nga ang
kanyang nararamdaman sa tuwing makikita niya ang ama sa silid nito at
tila ba isa siyang dayuhan sa pook na iyon.
Nang marating na niya at ni Dr. Santos ang kanilang bahay, nakita
niya ang ina at dalawang nakakabatang kapatid sa pinto ng silid ng
kanyang ama. Pumunta siya sa sariling silid ngunit muling nagbalikwas ng
marinig ang mga hirap na paghingal at pigil na pag-iyak. Nasalubong niya
si Dr. Santos at sinabihan na maiwan nalang at huwag na siyang ihatid
dahil kakailanganin daw siya. Mula sa mga sinasabi ng kanyang ina, iyakan
ng mga kapatid hanggang sa nakaratay na ama, napagtanto niyang
nalalapit na talaga ang oras ng kamatayan ng kanyang ama. May
kumurot sa kanyang laman, at bigla ay nadama niyang kilala na niya ang
silid na iyon at lumapit siya siya sa ama.
63
Projec
Learner’s Copy
Dayuhan
- Buenaventura S. Medina, Jr.
Isang gabi, napakislot sa pagkakahiga nang marinig na naman niya
ang daing ng kanyang masakiting ama mula sa silid nito. Nagbalikwas siya
para tunguhin ang silid ng kanyang ama, subalit nagbaga na naman ang
kanyang damdaming hindi maipaliwanag. Nang buksan niya ang kanyang
pinto, nakita niya ang kanyang ina at sa pamamagitan ng tingin nito'y
alam na niya ang dapat gawin. Pumunta siya sa lansangang-bayan para
tawagin si Dr. Santos. Sumama naman ang doktor para tingnan ang
kalagayan ng kanyang ama. Matagal ng may sakit ang kanyang ama
ngunit hindi rin lubusang gumaling dahil sa lagi nitong sinusuway ang bilin
ng doktor. Kung paalalahanan naman ng kanyang ina, nagagalit ang
kanyang ama dahil alam daw nito ang kanyang ginagawa. Dahil tanging
lalaking sa pamilya, ay inako na niya ang tungkuling tumawag ng
manggagamot sa anumang oras naroroon siya tuwing maririnig niya ang
daing ng kanyang ama.
Iyon ay isang gawain na matapat na niyang nagagampanan
matapos ibinilin sa kanya ng mga kapatid ang kalagayan ng kanilang ina
nang nagsisama ang mga ito sa kanilang napangasawa sa Kabisayaan. At
ito nga ang kanyang ginagawa, ang tulungan ang ina sa pag-aalaga sa
64
Projec
kanyang ama. Lubos na lamang ang kanyang pagtataka kung bakit
nasabi ng kanyang mga nakakatandang kapatid na siya na ang bahala
sa kanilang ina. May mga bagay siyang hindi nalalaman na tanging mga
kapatid lamang niyang nakakatanda ang nakakaalam mula sa kanilang
pinag-uusapan. Ngunit nabuo na sa isip nito ang pinag-uusapan nila,
sapagkat sa ibang umpukan sa maliit na pamayanang iyon, ay narinig
niya: Ang kanyang ama, si Ading at isang sanggol. At sa isip niya, marahil
ay marami pang Ading at marami pang sanggol sa buhay ng kanyang
ama.
Ang mga luhang nakikita niya sa kanyang ina, ang hinanakit ng
kanyang mga kapatid sa ama, ang natuklasang katotohanan tungkol sa
ama at kay Ading at sa sanggol ay ang mga rason marahil kung bakit
nakakaramdam siya ng isang damdaming dayuhan. At iyon nga ang
kanyang nararamdaman sa tuwing makikita niya ang ama sa silid nito at
tila ba isa siyang dayuhan sa pook na iyon.
Nang marating na niya at ni Dr. Santos ang kanilang bahay, nakita
niya ang ina at dalawang nakakabatang kapatid sa pinto ng silid ng
kanyang ama. Pumunta siya sa sariling silid ngunit muling nagbalikwas ng
marinig ang mga hirap na paghingal at pigil na pag-iyak. Nasalubong niya
si Dr. Santos at sinabihan na maiwan nalang at huwag na siyang ihatid
65
Projec
dahil kakailanganin daw siya. Mula sa mga sinasabi ng kanyang ina, iyakan
ng mga kapatid hanggang sa nakaratay na ama, napagtanto niyang
nalalapit na talaga ang oras ng kamatayan ng kanyang ama. May
kumurot sa kanyang laman, at bigla ay nadama niyang kilala na niya ang
silid na iyon at lumapit siya siya sa ama.
Passage- Filipino SHS ________________

Pagganyak: Sabihin: Magandang umaga/hapon. Sino sa inyo ang may kapamalyang nagtatrabaho
sa abroad? Alam ninyo ba ang kanyang nararamdaman kung may nababalitaang siyang’ di
maganda dito as Pilipinas? IProject Pabasaang kwento.
Hagdanan
ni: Jack Alvarez

Dito sa Saudi Arabia kapag Ramadan ay may mga pagbabago sa oras ng
trabaho. Para sa Muslim, ang working schedule ay from 10am to 4pm. Samantala,
sa mga Kristiyano at iba pang relihiyon ay regular pa rin ang pasok. Sa workload
naman, di masyadong maririnig ang “rush” at “urgent” at lalong di naghahabol ng
deadlines.
66
Projec
Sa kabila ng maluwag na oras at trabaho ay hapong-hapo ako sa araw na

iyon pagkatapos mabalitaan ang kondisyon ni Tatay sa ospital. Kritikal ang
kaniyang kalagayan. Komplikado sanhi ng pneumonia.
Tila hinang-hina ang aking mga paa upang akyatin ang ikalimang palapag.
Sira ang elevator. Nakakasikip ng paghinga ang pag-akyat hagdanan. Pero
walang ibang paraan upang marating ang aking kuwarto. “Ama n”yo pa rin “yun,”
pabalik-balik na nagpaparinig sa akin ang wika ng isa kong kaibigan nang
ikuwento ko sa kanya ang kasalukuyang nangyayari sa aming pamilya.
Hanggang sa narating ko ang 5th floor. Pagkapasok ko ng kuwarto ay

naramdaman ko ang katahimikan. Naupo ako sa gilid ng aking kama. Hawak ko
ang aking telepono. Nag-balance inquiry ako. Hindi sapat pantawag sa Pinas.
Nagpasya akong bumaba ng apartment para bumili ng load. At kahit alam kong
pagkatapos ay aakyat uli sa hagdanan. Sisikip man ang aking dibdib at mapagod.
Kaysa nagkulong ako sa kuwarto at maging manhid sa nakatodo na lamig ng
aircon.

Sipi mula sa Ang Autobiografia ng Ibang Lady Gaga
67
Projec
Learner’s Copy
Hagdanan
ni: Jack Alvarez

Dito sa Saudi Arabia kapag Ramadan ay may mga pagbabago sa oras ng
trabaho. Para sa Muslim, ang working schedule ay from 10am to 4pm. Samantala,
sa mga Kristiyano at iba pang relihiyon ay regular pa rin ang pasok. Sa workload
naman, di masyadong maririnig ang “rush” at “urgent” at lalong di naghahabol ng
deadlines.
Sa kabila ng maluwag na oras at trabaho ay hapong-hapo ako sa araw na

iyon pagkatapos mabalitaan ang kondisyon ni Tatay sa ospital. Kritikal ang
kaniyang kalagayan. Komplikado sanhi ng pneumonia.
68
Projec
Tila hinang-hina ang aking mga paa upang akyatin ang ikalimang palapag.
Sira ang elevator. Nakakasikip ng paghinga ang pag-akyat hagdanan. Pero
walang ibang paraan upang marating ang aking kuwarto. “Ama n”yo pa rin “yun,”
pabalik-balik na nagpaparinig sa akin ang wika ng isa kong kaibigan nang
ikuwento ko sa kanya ang kasalukuyang nangyayari sa aming pamilya.
Hanggang sa narating ko ang 5th floor. Pagkatapos ko ng kuwarto ay

naramdaman ko ang katahimikan. Naupo ako sa gilid ng aking kama. Hawak ko
ang aking telepono. Nag-balance inquiry ako. Hindi sapat pantawag sa Pinas.
Nagpasya akong bumaba ng apartment para bumili ng load. At kahit alam kong
pagkatapos ay aakyat uli sa hagdanan. Sisikip man ang aking dibdib at mapagod.
Kaysa nagkulong ako sa kuwarto at maging manhid sa nakatodo na lamig ng
aircon.
69
Project PabasaREADING PROGRAM
STRATEGIC DEVELOPMENT PLAN

Project Pabasa
70
Republic of the Philippines

Department of Education
Caraga Administrative Region
DIVISION OF BAYUGAN CITY
Lanzones Street, Bayugan City
ROADMAP IN THE IMPLEMENTATION OF Project Pabasa ( by Key Stage)
Prepared by: Attested by: Recommending Approval:
GERALDINE F. VERGAS IMEE R. VICARIATO RITA G. REYES, Ed. D., CESE

EPS English Chief CID OIC-Assistant Schools Division Superintendent
AMELIA T. ULIT
EPS Filipino
Approved:
IMELDA N. SABORNIDO, Ph. D.

OIC Schools Division Superintendent
71
STRATEGIC READING DEVELOPMENT PLAN

SY: 2018-2019
PROGRAM OBJECTIVES ACTIVITY/STRATEGY TIME FRAME EXPECTED

OUTCOME/OUTPUT
Key Stage 1: Kinder to Grade III -Look For Me Learners can present
some nursery rhymes.
Objectives: To help the child of the following skills: Year Round
d. produce the sound of the letter alphabet, -Follow Me
e. give the meaning of the given word, and
f. read and write words that rhyme. -Name Me
Key Stage 2: Grade IV to VI
Objectives: To guide the learners of the following --Fills Me in Minute Ten June to October 85% of the learners can
competencies: read and write phrases
and can use prepositions
d. write the phrase in the meta cards and read it aloud,
-Complete Me November to in simple sentences.
Project e. use preposition of time correctly in a sentence, and March

Pabasa
f. use and identify quantifier correctly in a sentence.
-Quantify Me In
Key Stage 3: Grade 7 to 10
Objectives: To develop effective instructional intervention is Do June to Students know how to

to help children eventually read words, phrases, sentences present Reader’s
72
and paragraphs with comprehension. Within the time allotted September Theater/Verse Choir
for literacy, activities, students need opportunities to make
We Do
frequent responses during oral, silent reading as well as
writing lessons and to provide students with an opportunity October to
to increase reading, writing, test taking, and study skills December
You Do
reaching to independent level.
January to
March
Key Stage 4: Senior High School
Objectives: To motivate students not only how to read 1. DRA (Direct Students can speak
proficiently but to write expressively. Reading Approach) English and can write an
June to March
application letter.
2. Outlining and
Summarizing
GERALDINE F. VERGAS IMEE R. VICARIATO RITA G. REYES, Ed. D., CESE
73
EPS English Chief CID OIC-Assistant Schools Division Superintendent
AMELIA T. ULIT
EPS Filipino
Approved:
IMELDA N. SABORNIDO, Ph. D.

OIC Schools Division Superintendent
74
TEMPLATES FOR THE REPORT ON ORAL READING STATUS ASSESSMENT
PROJECT PABASA
DIVISION REPORT ON THE RESULTS OF THE ORAL READING STATUS ASSESSMENT FOR KINDERGARTEN
SY:___________
DISTRICT Total No. of enrolled Total No.of learners able to connect sounds to the letters of ability to recognize and produce
learners tested
alphabet sounds of the language (mother
tongue)
Male Female Total % Male Female Total %
GERALDINE F. VERGAS IMEE R. VICARIATO

Division Coordinator Chief - CID
Approved:
IMELDA N. SABORNIDO, Ph.D.

OIC - Schools Division Superintendent
75

PROJECT PABASA
DIVISION REPORT ON THE RESULTS OF THE ORAL READING STATUS ASSESSMENT FOR GRADE I-VI
SY:_________
total no.of
toal no.of
DISTRICT enrolled
learners tested N SLOW FAST
learners
M F T % M F T % M F T %
GERALDINE F. VERGAS IMEE R. VICARIATO RITA S. REYES, Ed.D.,CESE

Division Coordinator Chief - CID OIC - Schools Division Superintendent
Approved:

76

PROJECT PABASA
DIVISION REPORT ON THE RESULTS OF THE ORAL READING STATUS ASSESSMENT FOR GRADE 7-10
SY_______
total no.of
toal no.of
DISTRICT enrolled
learners tested SLOW AVERAGE FAST
learners
M F T % M F T % M F T %

Division Coordinator Chief - CID OIC - Schools Division Superintendent
Approved:

77

PROJECT PABASA
DIVISION REPORT ON THE RESULTS OF THE ORAL READING STATUS ASSESSMENT FOR GRADE 11 and 12
SY:_________
total no.of
toal no.of
SCHOOL enrolled
learners tested AVERAGE FAST SPONTANEOUS
learners
M F T % M F T % M F T %

EPS Chief - CID OIC - Schools Division Superintendent
Approved:

78
3-YEAR REPORT ON THE IMPLEMENTATION OF SCHOOL READING PROGRAM
___________________________________
Name of School Reading Program
SUBJECT AREA: ________________
Name of School: ___________________________________________________________ School Head: __________________________________
Name of School Reading Coordinator: _________________________________________ Cellphone No.__________________________________
A. Phil IRI Results for the last 3 years:

SY 2017-2018 SY 2018 - 2019 SY 2019 - 2020
Grade Level Reading Level Enrolm Total Result %age Enrolm Total Result %age Enrolm Total Result %age
no.of (no.) no.of (no.) no.of (no.)
ent students
ent students
ent students
tested tested tested
Grade 1 Non-reader
Frustration
Instructional
Independent
Grade 2 Non-Reader
Frustration
Instructional
Independent
Grade 3 Non-Reader
Frustration
Instructional
Independent
Grade 4 Non-Reader
79
Frustration
Instructional
Independent
Grade 5 Non-Reader
Frustration
Instructional
Independent
Grade 6 Non-Reader
Frustration
Instructional
Independent
Grade 7 Non-reader
Frustration
Instructional
Independent
Grade 8 Non-Reader
Frustration
Instructional
Independent
Grade 9 Non-Reader
Frustration
Instructional
Independent
Grade 10 Non-Reader
80
Frustration
Instructional
Independent
Grade 11 Non-Reader
Frustration
Instructional
Independent
Grade 12 Non-Reader
Frustration
Instructional
Independent
A.1 THREE – YEAR COMPARATIVE DATA and ITS ANALYSIS (in graphical presentation)
81
B. Project PabasaResults for the last 3 years:

Reading Level SY 2017 - 2018 SY 2018 - 2019 SY 2019 - 2020
Enrolment Total no.of Result (no.) %age Enrolment Total no.of Result (no.) %age Enrolment Total no.of Result (no.) %age
students students students
Grade Level tested tested tested
Kinder able to
connect
garten sounds to
the letters of
alphabet
ability to
recognize
and produce
sounds of
the language
(mother
tongue)
Grade 1 Non-
reader
Syllabic
reader
Slow
reader
Average
reader
Fast
reader
Grade 2 Non-
reader
Syllabic
reader
Slow
reader
82
Average
reader
Fast
reader
Grade 3 Non-
reader
Syllabic
reader
Slow
reader
Average
reader
Fast
reader
Grade 4 Non-
reader
Syllabic
reader
Slow
reader
Average
reader
Fast
reader
Grade 5 Non-
reader
Syllabic
reader
Slow
reader
Average
83
reader
Fast
reader
Grade 6 Non-
reader
Syllabic
reader
Slow
reader
Average
reader
Fast
reader
Grade 7 Slow
Reader
Average
Reader
Fast
Reader
Grade 8 Slow
Reader
Average
Reader
Fast
Reader
Grade 9 Slow
Reader
Average
Reader
Fast
Reader
84
Grade 10 Slow
Reader
Average
Reader
Fast
Reader
Grade 11 Average
Reader
Fast
Reader
Spontane
ous
Reader
Grade 12 Average
Reader
Fast
Reader
Spontane
ous
Reader
B.1 THREE – YEAR COMPARATIVE DATA and ITS ANALYSIS (in graphical presentation)
85
A. INTERVENTION ACTIVITIES INITIATED (for the last three years)
Baseline (taken Objectives Activities Description of Year / Date Instructional Output/

from your data the Activity Implemented Materials Used Outcome/Impact
as basis for the
intervention)
B. NEXT STEPS/ PLAN OF ACTION
Baseline Objectives Activities Description Target Date Of Instructional Target

(taken from of the
86
your data as Activity Implementation Materials Needed Output/Outcome/Impact

basis for the
intervention)
Prepared by: Noted:
____________________________ _______________________________
School Reading Coordinator Principal

INTERVENTION PLAN ON IMPROVING READING ABILITY OF STUDENTS
87
SAMPLE
I. BACKGROUND:
II. OBJECTIVES:
III. ACTIVITIES:
A. STRUGGLING READERS PLAN
1
B. ADOPT A FRUSTRATED READER

1
C. WEEKENDERS
1
D. EAT AND READ ALL YOU CAN
IV. GANTT CHART

88
ACTIVITIES Nov Dec January February March
A. STRUGGLING……. 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1
1. Conduct seminar
on how to teach
Grade 1
2. Give IMs to the

teachers
3. Conduct meeting
with all
strugglers with
their tutors
Prepared by: Attested:

_________________ ____________________
Approved:
CRITERIA FOR AWARDS AND RECOGNITION OF BEST READING IMPLEMENTERS

A. MOST FUNCTIONAL READING CORNER
CRITERIA FOR JUDGING
89
No. Criterion Percentage
1 Available space for the clientele 15%
2 Logbook of users 5%
3 Quality of reading materials 25%
4 Variety of reading materials 25%
5 Volume of reading materials 25%
6 X factor(additional relevant features) 5%
100%
SHEET FOR JUDGING
Entry CRITERIA
Space Logbook Quality Variety Volume x-factor Total Rank
15% 5% 25% 25% 25% 5% 100%
Judge:
__________________________
Judge
90
B. CRITERIA/ EVALUATION SHEET FOR SEARCH FOR OUTSTANDING SCHOOL READING PROGRAM IMPLEMENTER (SOSRPI)
Indicators Description MOVs Very Evident Moderately POINTS
evident evident
Well-planned -Approved Reading Program Manual

Availability of project document
25%
(e.g proposal)including workplan Approved -Work and Financial Plan
– 5%
-Quality assured compilation of modules and
worksheets aligned with the K to 12 Curriculum
Congruence of needs and reading
and Reading Strategies crafted to cater the needs
program objectives-5% of the students
● Inclusion of reading program in -Compilation of Research- based Computer

Assisted IMs
the work and financial plan
(WFP)5% -Accomplishment Report on Trainings on Teaching
Beginning Reading and Remedial Reading
● Availability of development of
-Attendance Sheet
modules and reading worksheets
– 5% -List of Trained Teachers and their Trainings
related to reading
● Development of Teachers
-approved Strategic Reading Development Plan
Professional Growth to
(last 2 years)
implement the program – 5%
-School Reading Program Structure and Terms of
91
Reference
-Presence of functional mini-library/ reading

corner in classrooms
-Presence of Functional Reading Centers
Research Based Availability of baseline data (for -Phil-IRI Result for the last 3 years
the last 3 school years)-5%
-Observation Result
25%
-Graphic Presentation Result
Analysis of Baseline data -5%
-Latest Pre test Result
Supervision on continuing reading -Tabulated list of students being assessed
assessment -5%
-List of domains/competencies not mastered
Utilization of result supported by during pre-assessment
research in planning and
implementation -5% -Monitoring and Evaluation Tool
Availability of Comparative -Comparative Assessment Record of Students

Reading Assessment Progress after assessment
(initial,midterm,final)-5%
-Post assessment on August last week
-Decrease number of reported non-readers
Impact and Indicators of progress on the -Progress reports (example zero non-readers with
Efficacy 25% reading level of learners-10% figures in tables with interpretation and narrative
report)
Creation of best practice of
reading in the division-5% -Accomplishment report of the Cluster Evaluation
Team
Actual data gathered by the
Division Evaluation Team-5% -Compilation of Enhancement Activities
92
Availability of Reading -Monitoring Report Reading Dashboard (Data of

Intervention Plan and Intervention pre-test, intervention, post test per section and its
Process-5% impact for the last 3 years)
-Approved Reading Intervention Plans
-Remedial Session Guides
Collaboration Availability of the report on the -Attendance of stakeholders

and Linkaging existing partnership among
-Feedback Tool
10% stakeholders (Involvement of
Parent, subject teachers and other _Observable advocacy plan containing
stakeholders) 5% stakeholders’ collaboration and support
Availability of the report on the -Community Involvement (Attendance, Minutes of
information drive conducted-5% the Meeting, and Narrative Report on the
conducted information drive/ symposiums of the
program)
Result Oriented Evidence of the sustainability of -Accomplishment Report with pictures on the
and the program- 10% conduct of Reading Culmination Program,
Sustainability competitions and activities
15% -Report on the issues, challenges and success
-School Learning Action Cell on Reading Plan
-Monitoring and Evaluation Result
C. CRITERIA/ EVALUATION SHEET FOR THE SEARCH FOR OUTSTANDING READING TEACHER (SORT)
CRITERIA INDICATORS MOVs Pts

93
DOCUMENTS Performance in Teaching -Performance ratings for the last two years with at least Very
(Reading and Language) – Satisfactory (VS) results
65%
10%
Learners’ reading -Percentage of increase in reading level (PHIL-IRI or other reading

performance in the last two tests specified in the reading program certified by the School head
(2) years – 15%
-Zero non – readers
(for Key Stage 4 – Fluent/ Spontaneous Readers)
Outstanding contribution to -Instructional materials (localized

literacy development – 10% published/unpublished/produced/developed
---Reading materials/texts,worksheets
---LPs used by the school/district or used for demonstration

teaching
---Assessment/ evaluation materials (used by the school/

municipality
-Innovative teaching approaches in reading and literacy-

modified/refined for existing approaches
-Instructional materials/devices (made out of indigenous/recycled

materials-present photos and short description per material)
-Action research on reading and literacy
-Creative outputs (poems,short stories, essays

written/published,plays,acrostics presented,etc)
-Professional publication (in wide circulation – at least within the

district
94
Leadership potential – 10% -Certificates and other MOVs on the Involvement in co-curricular
activities related to literacy (as coach,school paper
adviser,coordinator,trainer, etc)
- Certificates and other MOVs Involvement in training programs

(asspeaker/trainer, facilitator,demonstration teacher,training
program designer,director)
-Position of leadership (English/ Filipino Reading Coordinator,

ALS,Remedial Reading Coordinator)
Professional Development – -Educational Attainment (Educational Attainment PhD/ EdD, PhD /

5% EdD Units, MA, MA units, Certificate/ Diploma in special/ short
term course
-Advance trainings
------trainings related to language/ reading/ literacy (or short-term

scholarship)
Conferences attended
------International, national, regional, division,district,school
Membership in professional organization related to reading (e.g

Reading Association of the Philippines (RAP)
Community involvement -Programs initiated for the community (activity completion reports
related to reading and with pictorials) barangay literacy programs, adult education,
literacy – 5% library, etc)
Interview with students / -Students/ pupils, parents, co-teacher, school and community
stakeholders – 5% leaders and members maybe asked as to character, performance
of candidates, etc)
Personal qualities and -Certification from the school head / and or barangay captain
character – 5%
95
Interview -10%
Specifications/ criteria/rubrics are enclosed

Essay (on-the-
spot) - 10%
Actual Validation of the Zero Non Readers (for Key Stage 1,2 and 3)
Fluency/ Spontaneity in Reading ( for Key Stage 3 and 4) 15%
96
ANNEXES:
1. DepEd Bayugan City Division Organizational Structure
2. Terms of Reference of Key Implementers
3. References
2021 Edition
97
98

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PROJECT

Writers/ Authors of Project Pabasa Manual Passages and Templates

Richel S. Prejula Teacher II Kiawan Elementary School School Reading

Rosalie T. Balicorta Teacher III Bayugan National Comprehensive School Reading

Lucille M. Canete Master Teacher I Bayugan National Comprehensive School Reading

Arnel L. Aguila Principal I Bucac Central Elementary School Reading Consultant/

Geraldine F. Vergas Education DepEd - Bayugan City Division

Management and Consultants in the crafting of Project Pabasa Manual

Geraldine F. Vergas Education Program Supervisor - English

Amelia T. Ulit Education Program Supervisor - FIlipino

Imee R. Vicariato Chief-Curriculum Implementation Division

IMELDA N. SABORNIDO, PhD Schools Division Superintendent

I. Introduction .............. ............... 1

VI. Strategic Development Plan . . . . . . . . . . . . . . . . . . . . . . . . . 66 - 69

VII.Templates on the Results of the Oral Reading Status

VIII. 3-Year Report on the Implementation

of School Reading Program. . . . . . . . . . . . . . . . . . . . . . . . . .79 - 80

IX. Intervention Plan On Improving Reading.

X. Criteria For Awards And Recognition

XI. Project Pabasa Program Implementers

XII. DepEd Bayugan City Organizational Structure . . . . . . . . . . . . 88

The standardized, one-size-fit-all curriculum imagines students to be

One of the causes of failure to learn to read can be attributed to the

Smith, and Dechant (1961, in Tejero, 2004) emphasized that reading

It is in this premise that Project Pabasa Reading Program is anchored

Each key stage has a prepared road map with corresponding

Key Stage 1: Kinder to Grade III

Objectives: To help the learners of the following skills:

a. produce the sound of the letter alphabet,

Key Stage 2: Grade IV to VI

Objectives: To guide the learners of the following competencies:

a. write the phrase in the meta cards and read it aloud,

Key Stage 3: Grade 7 to 10

Objectives: To develop effective instructional intervention is to help children

Key Stage 4: Senior High School

Objective: To motivate students to read spontaneously, to understand what

II. GUIDING PRINCIPLES

All learners can recognize words and read proficiently.

2. To share school’s best practices in reading instruction;

3. To offer varied reading materials, online and offline reading

III. PROJECT PABASA IMPLEMENTATION

1. Preparation of Project Pabasa Manual

2. Convergence of School Reading Coordinators

3. Advocacy and Social Marketing

The creation of local support group in every barangay or even specific

4. Preparation of Instructional Materials

Every school should have reading intervention materials categorized

These are the three assessment tools used for profiling:

The division office top management approves the distinct reading

● Able to connect sounds to the letters of the alphabet

● Able to recognize and produce sounds of the language

Junior High School

Senior High School

After profiling, appropriate interventions are determined and applied

Furthermore, every school prepares its localized reading program plan

3. Progress monitoring and provision of technical assistance

The school heads, districts in-charge, and division personnel conduct

D. Expected Impact of Project Pabasa

The conduct of Project Pabasa provides Bayugan City Division an

GRADE LEVEL FILIPINO/ MTB ENGLISH

KINDERGARTEN Competencies: Identifying and Sounding None

GRADE 1 Kang Imi ang Isda None

GRADE 2 Sampung Piso My Coin