Republic of the Philippines

Department of Education
Region V Bicol
DIVISION OF MASBATE CITY

OSMENA COLLEGES ELEMENTARY AND HIGH SCHOOL DEPARTMENT

Osmena St. Masbate City

PROJECT ACT StaRR Active Collaboration of Teachers and Stakeholders in Remedial Reading
RATIONALE:

Reading is essential to success in our society. The ability to read is highly valued and important for social and economic advancement. Of course, most children learn to read fairly well. In fact, a
small number learn it on their own, with no formal instruction, before school entry (Anbar, 1986; Backman, 1983; Bissex, 1980; Jackson, 1991; Jackson et al., 1988). A larger percentage learn it
easily, quickly, and efficiently once exposed to formal instruction.
Osmeña Colleges as an advocate of Reading Literacy, strongly supports the reading initiatives of the Department of Education to nurture the culture of reading in the schools: 3Bs: Bawat Bata
Bumabasa and 5Bs: Bawat Batang Bicolano Bihasang Bumasa of Deped Bicol. Reading is a complex developmental challenge that we know to be intertwined with many other developmental
accomplishments: attention, memory, language, and motivation. Reading is not only a cognitive psycholinguistic activity but also a social activity
In respond to the Reading Program of the City Division of Masbate which is the READER (Reading Enhancement Activities to Develop an Engaged Reader) Osmeña Colleges also launch its
Remedial Reading Program titled Active Collaboration of Teachers and Stakeholders in Remedial Reading (ACT StaRR) to aid learners’ scarcity in reading and understanding. The Remedial Reading
teachers at Osmeña Colleges provide support and reinforcement of reading skills and strategies taught in the general education classroom. Students who receive additional support in Remedial
Reading work on, phonemic awareness, phonics, fluency, comprehension and vocabulary.

PERSON/S MATERIALS SOURCE EXPECTED

PROBLEM/CONCERN OBJECTIVES ACTIVITIES TIME FRAME
INVOLVED NEEDED OF FUND OUTPUT
A. Student
Development

1. Reading Level Determine the reading levels of Administering pre and post Teachers Phil-Iri Materials February 2020 School 95% of the reading
the students. reading test. Pupils Fund levels of the pupils
PTA shall have been
identified.

a. Independent Continue the love for reading. Employ the reading Teachers Suited Reading February 2020- School 100% of the
materials for the fast readers Pupils Materials, March 2020 Fund independent readers
Assist the non-readers and slow and motivate them to help Notebooks should have kept
readers in their reading sessions the slow and non-readers to their love or reading.
have interest in reading
through frequent practice. 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 Utilized short stories and Teachers Suited Reading June 2020 – School 95% of the pupils
students. other literacy types as Pupils Materials, March 2021 Fund should have
additional instructional Notebooks improved in their
materials in reading. reading abilities.

c. Frustration Guide the slow and non-readers to Providing simple and short Teachers Suited Reading June 2020 – School 95% of the pupils’
develop their reading skills. paragraphs, quotations, Pupils Materials, March 2021 Fund reading skills have
proverbs as sentences to be Notebooks been enhanced
read by the slow and non- through varied
readers. activities.

d. Non-Readers Develop the reading skills of the Use suitable books for Teachers Reading June 2020 – School 90% of the slow and
pupils who belong to non-readers. beginning reading. Pupils materials for March 2021 Fund non-readers should
PTA beginning PTA have been
reading, developed their
Notebooks reading skills.
2. Reading Enhance the reading skills of the Holding individual, peer, and Teachers ABRC June 2020 – School 95% of the pupils’
Enhancement students. group reading activities Pupils Worksheet March 2021 Fund reading skills will be
inside the classroom. Variety of Story enhanced.
a. Individual Books
Reading Journals
Magazines
b. Peer Reading Newspapers
Etc.
c. Group Reading
3. Language Develop the pupils’ proficiency in Conducted varied activities School Head Contests Pieces November 2020 School 95% of the pupils
Festival of reading, writing, speaking, to stimulate the pupils’ Teachers Props Fund reading proficiency
Activities listening, viewing, and related reading proficiency in Pupils Costumes PTA shall have been
comprehensive language celebration of the National PTA Parents stimulated by
a. Grades 1-3 activities. Reading Month participating in the
Storytelling different language
Strengthen the learning activities.
 b. Grades 4-6 experiences of the students by
Spelling Bee providing them varied.

Learning experiences for

personality and character
development.
B. Personal Improved the teachers’ Participating in the required Teachers Manila Papers June 2020 – School 100% of the English
Development competency through in-service trainings, seminars, Students Pentel Pens March 2021 Fund and reading teachers
seminars, workshops, and School workshops and SLAC Hand Outs Generated should have
Trainings / Learning Action Cell Sessions. Foods Resources improved their
Seminars / competency after
Workshops participating in the
training, seminars,
workshops, and
SLAC Sessions.
C. Curriculum Encourage the pupils to read Providing adequate time for Teachers Suited Reading June 2020 – School 95% of the students
Development books, magazines, newspapers reading. Students Materials, March 2021 Fund shall have been
and other good reading materials. Librarian Worksheets, encouraged to read
HOR – Habit of Encouraging the pupils to Notebooks the available
Reading practice reading at home materials at home
and visit the library to read and at the school
the available materials. library.

D. Physical Put up a word wall, mini-library, Close monitoring of the School Head Varieties of June 2020 – School 95% of the students
Development reading corner in every classroom availability, effectiveness, Teachers reading March 2021 Fund should have utilized
and available space of each grade and built-in word wall, mini- Pupils materials, Generated the built-in wall mini-
level. library and reading corners PTA manipulated Resources library and reading
in every classroom of each Parents reading PTA corners in every
grade level. instructional Parents classroom of each
materials, tables, grade level.
chairs
E. Special Programs Improve the reading and Providing remedial classes Teachers Worksheet, June 2020 – School 90% of the slow and
and Projects comprehension skills of the slow and other related activities Pupils reading materials March 2021 Fund non-readers should
and non-readers. to the slow and non-readers. for beginning Generated have improved their
reading. Resources reading and
comprehension
skills.
 Conduct of Summer Teachers Worksheet, April 6 – May 4,
Intervention Program for the Pupils reading materials 2021 School 75% of the slow and
non-readers and slow for beginning Fund non-readers should
readers. reading. have improved in
reading and
comprehension.
F. Active Collaboration Identify partners who can provide Establishing and maintaining Teachers Worksheet, June 2020 – School At least 75% of the
of Teachers and time and effort in monitoring, tie-ups with the stakeholders Students reading materials March 2021 Fund stakeholders in the
Stakeholders in guiding and helping the slow and in the community. Stakeholders for beginning PTA community shall
Remedial Reading non-readers to reach a high reading. have been involved
(ACT StaRR) reading comprehension in the special
program.

Prepared by: Approved by:

JERIC E. CABUG JEANNETH ROMBLON
Principal EPS – English

Noted by:

ROQUESA F. DAEP MARY GRACE MANLAPAZ

K to 12 Headmaster EPS – Filipino