REPUBLIC OF THE PHILIPPINES
Department of Education
Region IV-A CALABARZON
DIVISION OF CALAMBA CITY
CALAMBA EAST DISTRICT
Bucal Elementary School
Calamba City
PROBLEM/CONCERN
OBJECTIVES
ACTIVITIES
PERSON/S
INVOLVED
MATERIALS
NEEDED
TIME FRAME
SOURCE OF
FUND
EXPECTED OUTPUT
A. Student
Development
1. Reading Level
Determine the reading levels of the
students.
Administering pre and post
reading test.
Teachers
Pupils
Phil-Iri Materials
June 2014
School Fund
PTA
95% of the reading
levels of the pupils
shall have been
identified.
a. Independent
Continue the love for reading.
Employ the reading materials
for the fast readers and
motivate them to help the slow
and non-readers to have
interest in reading through
frequent practice.
Teachers
Pupils
Suited Reading
Materials,
Notebooks
June 2014 March 2015
School Fund
100% of the
independent readers
should have kept their
love or reading.
Assist the non-readers and slow
readers in their reading sessions
100% of the slow and
non-readers shall have
been helped by the
independent readers in
their reading sessions.
b. Instructional
Intensify the reading abilities of the
students.
Utilized short stories and other
literacy types as additional
instructional materials in
reading.
Teachers
Pupils
Suited Reading
Materials,
Notebooks
June 2014 March 2015
School Fund
95% of the pupils
should have improved
in their reading
abilities.
c. Frustration
Guide the slow and non-readers to
develop their reading skills.
Providing simple and short
paragraphs, quotations,
proverbs as sentences to be
read by the slow and nonreaders.
Teachers
Pupils
Suited Reading
Materials,
Notebooks
June 2014 March 2015
School Fund
95% of the pupils
reading skills have
been enhanced
through varied
activities.
d. Non-Readers
Develop the reading skills of the
pupils who belong to non-readers.
Use suitable books for
beginning reading.
Teachers
Pupils
PTA
Reading materials
for beginning
reading,
Notebooks
ABRC Worksheet
Variety of Story
Books
Journals
Magazines
Newspapers
Etc.
June 2014 March 2015
School Fund
PTA
2. Reading
Enhancement
Enhance the reading skills of the
students.
Holding individual, peer, and
group reading activities inside
the classroom.
Teachers
Pupils
June 2014 March 2015
School Fund
Develop the pupils proficiency in
reading, writing, speaking, listening,
viewing, and related comprehensive
language activities.
Conducted varied activities to
stimulate the pupils reading
proficiency in celebration of the
National Reading Month
School Head
Teachers
Pupils
PTA
Contests Pieces
Props
Costumes
November 2014
School Fund
PTA
Parents
95% of the pupils
reading proficiency
shall have been
stimulated by
participating in the
different language
activities.
Participating in the required
trainings, seminars, workshops
and SLAC Sessions.
Teachers
Students
Manila Papers
Pentel Pens
Hand Outs
Foods
June 2014
March 2015
School Fund
Generated
Resources
Providing adequate time for
reading.
Teachers
Students
Librarian
Suited Reading
Materials,
Worksheets,
Notebooks
June 2014
March 2015
School Fund
100% of the English
and reading teachers
should have improved
their competency after
participating in the
training, seminars,
workshops, and SLAC
Sessions.
95% of the students
shall have been
encouraged to read the
available materials at
home and at the school
library.
a. Individual
Reading
b. Peer Reading
c. Group Reading
3. Language
Festival of
Activities
a. Grades 1-3
Storytelling
b. Grades 4-6
Spelling Bee
B. Personal
Development
Trainings /
Seminars /
Workshops
C. Curriculum
Development
HOR Habit of
Reading
Strengthen the learning experiences
of the students by providing them
varied.
Learning experiences for personality
and character development.
Improved the teachers competency
through in-service seminars,
workshops, and School Learning
Action Cell
Encourage the pupils to read books,
magazines, newspapers and other
good reading materials.
Encouraging the pupils to
practice reading at home and
visit the library to read the
available materials.
90% of the slow and
non-readers should
have been developed
their reading skills.
95% of the pupils
reading skills will be
enhanced.
D. Physical
Development
Put up a word wall, mini-library,
reading corner in every classroom and
available space of each grade level.
Close monitoring of the
availability, effectiveness, and
built-in word wall, mini-library
and reading corners in every
classroom of each grade level.
School Head
Teachers
Pupils
PTA
Parents
E. Special
Programs and
Projects
Improve the reading and
comprehension skills of the slow and
non-readers.
Providing remedial classes and
other related activities to the
slow and non-readers.
Teachers
Pupils
Conduct of Summer
Intervention Program for the
non-readers and slow readers.
Establishing and maintaining
tie-ups with the stakeholders in
the community.
F. Active
Collaboration of
Teachers and
Stakeholders in
Remedial
Reading (ACT
StaRR)
Identify partners who can provide time
and effort in monitoring, guiding and
helping the slow and non-readers to
reach a high reading comprehension
Prepared by:
Varieties of
reading materials,
manipulated
reading
instructional
materials, tables,
chairs
Worksheet,
reading materials
for beginning
reading.
June 2014
March 2015
School Fund
Generated
Resources
PTA
Parents
June 2014
March 2015
School Fund
Generated
Resources
Teachers
Pupils
Worksheet,
reading materials
for beginning
reading.
April 6 May 4,
2015
School Fund
Teachers
Students
Stakeholders
Worksheet,
reading materials
for beginning
reading.
June 2014
March 2015
School Fund
PTA
Approved:
___________________________
LINO T. SANCHEZ, Ed. D.
EPS-1 Filipino
Noted:
___________________________
ANDREA L. SEADOZA, Ed. D.
Division English Coordinator
95% of the students
should have utilized
the built-in wall minilibrary and reading
corners in every
classroom of each
grade level.
90% of the slow and
non-readers should
have improved their
reading and
comprehension skills.
75% of the slow and
non-readers should
have improved in
reading and
comprehension.
At least 75% of the
stakeholders in the
community shall have
been involved in the
special program.
