SCHOOL READING PROGRAM

SY 2022-2023

Program/ Project Title:

READ 360°
(Reading Embraces All Disciplines in a 360°Perspecive)

Program / Project Proponent: Racel S. Ordinario

Key Teachers: Alicia B. Badua
Girlie A. Razo
Elvie Joy G. Directo
Camille Rose C. Valdez

Academic Year: 2022-2023 City/ Municipality: Balaoan, La Union

Total School Population:
Name of School Head: Racel S. Ordinario
Name of Reading Coordinator: Girlie A. Razo
Number of Reading Teachers Involved: 16 Teachers
Beneficiaries: 268 Junior High School Learners and Senior High School Learners who are enrolled
in the hybrid/ limited face to face modality for school year 2022-2023.
Background and Purpose

Traditionally, literacy instruction was relegated to elementary school classrooms

where the five basic components of reading have been identified as: phonemic
awareness, phonics, fluency, vocabulary, and text comprehension. Yet, there is
substantial evidence to support the fact that many adolescent-age students are
entering secondary schools without the skills necessary to meet minimum proficiency
levels as reflected mostly in the result of Phil-IRI for Grade 7.

Adolescents entering the adult world of the 21st century will read and write more
than at any other time in human history. They will need advanced levels of literacy to
perform their jobs, run their households, act as citizens and conduct their personal
lives. They need advanced levels of literacy to cope with the flood of information
they will find everywhere they turn. They will need literacy to feed their
imaginations so they can create the world of the future. In a complex and sometimes
even dangerous world, their ability to read will be crucial. Continual instruction
beyond the early grades is needed.

The unprecedented presence of the Pandemic has even heightened the crucial
need of learners to have self-efficacy in reading and ability to read and understand
the lessons on their own in a remote teaching modality. Secondary school academic
requirements are increasingly complex, and the development of foundational literacy
skills begins during early education and continues for life. However, students who
enter middle and high school without sufficient basic literacy skills have a severe
deficit. Research by the National Institute of Child Health and Human Development
reported that older struggling readers can develop strong literacy capacities when
given the proper instruction (Lyon, 2002). Consistent and sufficient hours of
instruction are also critical for achievement in older readers with literacy deficits.

However, reading instruction and remediation in itself can be best achieved

through explicit instruction. Without the one-on-one session, or consistent
direct explicit instruction, reading instruction indeed, becomes even more harder to
conduct and implement. When that the New Normal was being implemented, the
fear that the reading gaps that can be manifested by learners would even impact
greater was confirmed, when the In-Person or limited face to face modality came into
the picture. It is the reason that inclusion on new reforms and initiatives in the
Department of Education such as the Philippine Informal Reading Inventory (Phil-IRI)
as intended for Elementary Grades was stretched through the Secondary Education,
the 3B’s Initiatives or the Hamon: Bawat Bata Bumabasa, the “Reading First in Region
I “was a gauge how schools implement literacy initiatives in their schools, and
recently the Division Learning Recovery Plan anchored along School’s Reading
Program, are all included as post-pandemic efforts to remediate learning gaps,
particularly along reading skills deficits.
 The urgency then of conducting an intervention program as a post pandemic
effort to address learning gaps that had manifested when school children were home-
schooled. This program will focus on administering grade-level appropriate materials
suited to the learning gap measured from the result of the Phil-IRI for Grade 7 and
slowly moving up to the appropriate level-grade required of the identified struggling
readers.

Goals:
The program shall focus on Reading Recovery Instruction that shall be administered to
Grade 7 -12 learners of Bungol National High School. It shall be named READ 360°.

READ 360°shall focus on administering specialized activities and interventions along the
three major and essential components of a reading program, namely: the reader, the reading
teacher and the reading community.

The goals and expected outputs of the said Reading Recovery Program shall be:

A. The Reader
1. All learners shall have a 5-minute reading session everyday in all their
subject areas that focus on Level 1 (Embedded Skills for Reading) in a whole-
class context.
2. All learners who are identified as frustration readers shall undergo the Level
3 Intervention. (Intensive Basic Skills Instruction)
3. All learners will have the Readathon every Friday, during their ICL Periods
for the Level 2 Intervention (Intensive Reading Strategy Instruction)
4. Embedded skills for reading shall include but not limited to:
Corrective Reading Sessions (Monday)
Fluency Lessons (Tuesday)
Linguistic Proficiency (Wednesday)
Repertoire of Comprehension Skills (Thursday)
5. Readathon Sessions scheduled every Friday shall showcase a run-down of
comprehension skills taught to learners during the Level 1 Intervention
6. Students in Level 3 Intervention shall be given direct one-on one reading
session, and be provided additional reading assignments.
 A. The Reading Teacher
1. 100% of Teachers shall be trained along the conduct of Recovery Reading Measures
using Phil-IRI Resources and Dibels Reading Package
2. 100% of Content-Based Teachers shall be capacitated along Level 1-Level 3 Reading
Instruction
3. All teachers will be coached and mentored along:
Direct Instruction Skills
Teacher Modelling Skills
Scaffolded Instruction Skills
Metacognition Instruction Skills
Repertoire of Engagement Approaches
4. Creation of a modified Classroom Observation Tool highlighting the integration of
Reading Instruction on Content - Based Lessons
5. Creation of tool for Monitoring and Evaluation of Reading Program
B. The Reading Community
1. Put-up at least one reading nook within the school campus
2. Put-up at least one reading nook/ reading center within the community
3. Lead in a reading campaign
4. Provide support and resources for the school reading program
5. Invite prominent personalities within the community as Lead Guest Reader
6. Initiate a book drive for the school

Objectives
Terminal Objective: This integrated and inclusive learning recovery plan anchored
on school-based reading program purposively aims to improve the ability of
learners to comprehend and address recurring reading deficits that will result to
proficiency and excellence in all learning areas.

Specific Objectives of this Learning Recovery Plan is anchored on the 3 essential

elements in the reading program namely: The Reader, The Reading Teacher and
the Reading Community. The following objectives are as follows:
1. To implement an integrated and inclusive school-based reading program in the context
of School-Based Management
2. To provide teachers with job-embedded coaching and mentoring activities along
reading instruction, which would model data use and reflective practice, combined
with peer feedback
3. To build teachers’ capacities to understand students’ reading weaknesses, develop
plans and deliver appropriate instruction for struggling adolescent readers
4. To intensify school heads’ capacity to develop, design and craft Professional
Development Programs for teachers using the Plan-Do-Study-Act Improvement Model
5. To create a uniform Reading Recovery Program for all grade levels and across subject
areas
6. To discriminate reading resources and select most appropriate for each grade level
7. To create and come-up with school-based reading resources for all grade levels.
8. To establish stronger ties with the community people, stakeholders and other support
system in establishing facilities and resources that are all contributory to developing a
culture for reading
9. To develop a tool for monitoring and evaluation for the verifiable indicators of the
program

Reading Recovery Plan Framework

Support
Target Actions Responsible Needed Target date
Milestones Person Technical

Milestone 1: Action 1:
Every Curriculum Integration of Level I School Head CID September,
Intervention: Embedded Strategy Reading English EPS 2022- June,
Teacher is a
Instruction– where students will be given Coordinators 2023
Reading a uniform 5-minute reading session in All Subject
every subject area along the core teachers Monday-
Teacher
curriculum to build proficiency level Thursday
regardless of their reading abilities. This Sessions
instructional strategy that is within and
across classes for all students, using large
group instructional methods that will
 allow optimal increase to their time for
reading lessons.
Action 2:
Conduct of Reading Assessment for School Head CID September,
Struggling Readers of Grade 7-Grade 9, Reading English EPS 2022
using the PHIL-IRI Coordinators

Action 3: Literacy EPS for September,

Curriculum Integration of Level 2 Coaches English 2022- June,
Intervention: Intensive Strategy Key 2023
Instruction, it will be a concentrated Teachers
reading session for readers during their School Head Every
ICL Period. Readers at this level will be Friday
exposed to instructional approaches that Session
build mastery of specific strategies for
comprehension techniques. This address
struggling students who need short-term,
strategic instruction on strategies
embedded throughout classroom
instruction.
Action 4: Literacy EPS for September,
Implementation of Level III Intervention: Coaches English 2022- June,
Key 2023
Intensive Basic Skill instruction, for
Teachers
students who fall farther behind from School Head Every
Friday
their grade level appropriate reading
Session
skills. Readers who manifest inability to
read on basal levels. This intervention
level are instructional approaches that
build mastery of entry level literacy
skills for students needing intensive,
accelerated literacy intervention.

Milestone 2: Action 1: Key EPS for September,

Peer Launching of Peer Reading and Reading Teachers English 2022- June,
Campaigns through BOOK-TALK School Head 2023
Leading in
Reading Every
Friday
Session
Action 2: Key EPS for September,
Institutionalization of Reading Initiatives Teachers English 2022
as one of the major programs and School Head
activities of the SSG. SSG Adviser Every
Friday
Session
Action 3: Key EPS for August,
Heterogenous sectioning of classes to give Teachers English 2022-
way to peer tutoring on reading. School Head September,
 2022

Milestone 3: Action 1: School Head CID September,

School Establishment of Training Crew, Technical EPS for 2022-June,
Heads and Assistance Group, Working Committees English 2023
Master and Process Maps for professional Monitoring
Teachers development program of teachers along Supervisor
Mentoring, Reading instruction
Coaching Action2: School Head CID September,
and Institutionalization of a regular coaching EPS for 2022-June,
Supervising session for teachers along: English 2023
Reading Direct Instruction Skills Monitoring
Supervisor
Teacher Modelling Skills
Scaffolded Instruction
Skills
Metacognition Instruction
Skills
Repertoire of Engagement
Approaches

Action 3: School Head CID September,

Crafting of Monthly LAC Sessions along EPS for 2022-June,
embedded skills for reading which English 2023
includes the following but not limited to: Monitoring
Corrective Supervisor
Reading Sessions
Fluency Lessons
Linguistic
Proficiency
Repertoire of
Comprehension
Skills

Action 4: School Head CID September,

Integration of the Reading Instruction EPS for 2022-June,
alongside with the COT (Classroom English 2023
Observation Tool) Monitoring
Supervisor
Action 2: School Head Monitoring September,
Invite Non-Teaching personnel to be guest Key supervisor 2022-June,
reader for the reading campaign. Teachers 2023
Non-
Teaching
Personnel
Milestone 5: Action 1: School Head Cluster October-
Parent- Encourage the PTA to put up reading PTA Officers Supervisor November,
nooks within and outside the school EPS for 2022
Guardian
campus, for children’s appropriate areas English
Community for reading time. QATAME
Coordinator
Reading
Action 2: School Head Cluster December,
Launch a Book-Drive through the PTA and PTA Officers Supervisor 2022
Alumni Association and other recognized EPS for
society group within the community English
QATAME
Coordinator
School Head Cluster November,
Action 3: PTA Officers Supervisor 2022
Launch the Leaders Reader per quarter EPS for
session, inviting prominent personalities English
within the community. QATAME
Coordinator
Action 4: School Head Cluster September-
Top community people and PTA Officers PTA Officers Supervisor October,
in the crafting of Program Monitoring and EPS for 2022
Evaluation Tool along the Learning English
Recovery Program of the school.
Milestone 6: Action 1 School Head Cluster September-
Tri- The School Administration shall design the Key Supervisor October,
master plan and general development Teachers EPS for 2022
focalization
framework for reading program English
Approach to School Head Cluster September-
Action 2: Key Supervisor October,
Reading
Integration of the Reading program to SSG Teachers EPS for 2022
Program Programs and Activities SSG Adviser English
Action 3: School Head Cluster September-
Support
Integration of the Reading program to the Key Supervisor October,
System PTA Programs, Priorities and Activities Teachers EPS for 2022
PTA Officers English
(Admin-SSG-
PTA)

Reading Intervention Framework

ACTIVITY STRATEGY PERSON SPECIFIC TASK RESOURC TIME-

INVOLVED /PERSON ES TABLE
Level 1 Focal Group Tailoring of the School August,
Intervention: Discussion Reading school MOOE 2022
Embedded Coordinator innovation
Strategy s program that
Instruction Subject focuses on
Teachers integrating skills
School Head of teaching
language
through content
and teaching
content through
language.

Tasking specific
personnel to
manage and
lead specific
targets and
timeline of
activities
anchored on
reading
intervention
program
Creation of
Steering All Creation of School August,
Committees for Teachers school MOOE 2022-
the 5-minute 5- School innovation September,
minute reading Head program that 2022
session in every focuses on
subject area remediation/cat
along the core ch-up lessons
curriculum to for the reading
build proficiency skills
level regardless enhancement
of their reading
abilities. This Tasking specific
instructional personnel to
strategy that is manage and
within and lead specific
across classes targets and
for all students, timeline of
using large activities
group anchored on the
instructional Reading Skills
methods that Catch-Up
will allow Lessons.
optimal increase
to their time for
reading lessons.
Designing of Reading Identifying School August,
reading lessons Coordinator specific lessons MOOE 2022-
and choosing s and resources September,
reading School Head for the following 2022
 resources for reading skills
use in the class sequence:
1.Corrective
Reading Sessions
2. Fluency
Lessons
3. Linguistic
Proficiency
4. Repertoire of
Comprehension
Skills

Level 2 Reading Focal Group Tailoring of the School August,

Intervention: Discussion Reading school MOOE 2022
Intensive Coordinator innovation
Strategy s program that
Instruction, it Subject focuses on
will be a Teachers enhancing
concentrated School Head fluency skills
reading session and
for readers comprehension
during their ICL strategies
Period.
Tasking specific
personnel to
manage and
lead specific
targets and
timeline of
activities
anchored on
reading
intervention
program
Creation of
Steering All Assigning School August,
Committees for Teachers specific MOOE 2022-
the School personnel to September,
Head man the 2022
Readathon
Every Friday as
avenue for
fluency lessons
and
comprehension
strategies
during the ICL
Period
 Designing of Reading School August,
reading lessons Coordinator Presentation of MOOE 2022-
and choosing s curriculum plan September,
reading School Head for readers at 2022
resources for this level who
use in the class will be exposed
to instructional
approaches that
build mastery of
specific
strategies for
comprehension
techniques. This
address
struggling
students who
need short-term,
strategic
instruction on
strategies
embedded
throughout
classroom
instruction.

Level 3: Focal Group Tailoring of the School August,

Reading Discussion Reading school MOOE 2022
Intervention: Coordinator innovation
Intensive Basic s program that
Skill instruction Subject focuses on
Teachers integrating skills
School Head of teaching
language
through content
and teaching
content through
language.

Tasking specific
personnel to
manage and
lead specific
targets and
timeline of
activities
anchored on
reading
intervention
program
Creation of
Steering All Creation of School August,
Committees for Teachers school MOOE 2022-
the School innovation September,
Head program that 2022
 focuses on
remediation/cat
ch-up lessons
for the reading
skills
enhancement

Tasking specific
personnel to
manage and
lead specific
targets and
timeline of
activities
anchored on the
Reading Skills
Catch-Up
Lessons.
Designing of Reading Action 3: School August,
reading lessons Coordinator It will be a MOOE 2022-
and choosing s concentrated September,
reading School Head reading session 2022
resources for for readers
use in the class during their ICL
Period. Readers
at this level will
be exposed to
instructional
approaches that
build mastery of
specific
strategies for
comprehension
techniques. This
address
struggling
students who
need short-term,
strategic
instruction on
strategies
embedded
throughout
classroom
instruction.

Creation of Conduct of Reading Creation of School Septembe

School-based Write-shop Coordinat Progressive MOOE r-
Reading and or Professional School October,
Enhancement workshop on All Development Local 2022
Activity Sheets making Teachers Programs. Funds
activity School
 sheets for Head Implementati
reading on of the
across Restructured
subject areas Coaching
activities

Implementati
on of Regular
LAC Session
and Small
Group Study
Sessions o
the use of
School-Based
REAS

Institutionalizat Conduct of Reading Every teacher School Year

ion of the daily 5- Coordinat prior to the MOOE Round
Progressive minute per or formal class School
Reading class reading All discussion Local
Program sessions Teachers shall conduct Funds
School the 5-minute
Integration Head Reading
of the Session as
Comprehensi Priming
on Strategy Activity in
Instruction their
in Content- respective
based classes
Instruction
in all subject Every
areas Teacher shall
use the
Conduct of varied
READATHON repertoire of
every Friday comprehensi
as avenue on strategies
for the every
repertoire of Wednesday
comprehensi and Thursday
on of the week
strategies. in their
respective
classes

Every Friday
shall be a
READATHON
session with
a new and
uniform
 reading
selection
with specific
comprehensi
on focus
skills activity
sheets.

Intensify the Conduct of Reading Conduct of School August-

use of Reading Reading Coordinat reading MOOE Septembe
Tools as basis Assessment or assessment School r, 2022
for intervention for the All for profiling Local
among Profiling of Teachers of students at Funds
struggling Learners at School the beginning
readers. the Head of school
beginning of year
school year Year-
Round on
Conduct of a
Regular Implementati structure
Fluency on of Reading d
assessment Remediation program
as part of the among
reading struggling
intervention readers
activities for
struggling May-
readers June,
2023
Conduct the Post-Reading
Post-Reading Assessment
Assessment conduct at
at the end of the end of
school year school year
as basis for
preplanning
for further
intervention
activities

Conduct of Launch a Launching of School August-

Reading book-drive the READ MOOE Septembe
Pantries within to support 360° for the School r, 2022
the school- the Book Drive. Local
catchment management Funds
areas resources of
the Reading
Program and
instill a
 sense of
kinship and
ownership to
the Learning
Recovery
Plan

D.3 General Development Framework

ACTIVITY STRATEGY PERSON SPECIFIC RESOURC TIME-

INVOLVE TASK /PERSON ES TABLE
D
Creation of Focal Group Tailoring of the School August,
Steering Discussion Reading school innovation MOOE 2022
Committees for Coordinat program that
the pre- ors focuses on
planned school Subject integrating skills of
innovations Teachers teaching language
anchored on School through content
reading Head and teaching
recovery content through
programs language.

Tasking specific
personnel to
manage and lead
specific targets and
timeline of
activities anchored
on reading
intervention
program
Creation of Focal Group
Steering Discussion Math Creation of school School August,
Committees for Subject innovation program MOOE 2022-
the pre- Teachers that focuses on Septemb
planned school School remediation/catch- er, 2022
innovations Head up lessons for
anchored on Numeracy Skills.
remediations
along Tasking specific
Numeracy personnel to
Skills manage and lead
specific targets and
timeline of
activities anchored
on the Numeracy
Skills Catch-Up
Lessons.
Capacity - Training and Reading Conduct of series School Year
Building skilling-up of Coordinat of Teachers’ MOOE Round
Program for teachers ors Professional School
Teachers along along Grade- Development Local
Comprehensio needed Level Program as funds
n Strategy technical Coordinat Reading Coaches.
Instruction know-how of ors
conducting School
corrective Head
reading
sessions and
conduct of
comprehensi
on strategy
instruction.
Mentoring and Math Conduct of small Year
Coaching Small Group Subject group study Round
Sessions Study Teachers sessions with Math
among Math Sessions School Teachers as
Teachers Head avenue for
planning and re-
planning of needed
intervention
materials for Math
Remedial Classes

Continuous Restructurin School Creation of School Year

Professional g of LAC Head Progressive MOOE Round
Development sessions, All Professional School
Programs Coaching Teachers Development Local
anchored on and Programs. Funds
Comprehensio Mentoring
n Strategy Sessions Implementation of
Instruction highlighting the Restructured
efforts Coaching activities
towards
Reading Implementation of
Comprehens Regular LAC
ion Session and Small
Activities. Group Study
Sessions

Creation of Conduct of Reading Creation of School Septemb

School-based Write-shop Coordinat Progressive MOOE er-
Reading and or Professional School October,
Enhancement workshop on All Development Local 2022
Activity Sheets making Teachers Programs. Funds
activity School
sheets for Head Implementation of
reading the Restructured
 across Coaching activities
subject
areas Implementation of
Regular LAC
Session and Small
Group Study
Sessions o the use
of School-Based
REAS

Institutionaliza Conduct of Reading Every teacher prior School Year

tion of the daily 5- Coordinat to the formal class MOOE Round
Progressive minute per or discussion shall School
Reading class All conduct the 5- Local
Program reading Teachers minute Reading Funds
sessions School Session as Priming
Head Activity in their
Integration respective classes
of the
Comprehens Every Teacher shall
ion Strategy use the varied
Instruction repertoire of
in Content- comprehension
based strategies every
Instruction Wednesday and
in all subject Thursday of the
areas week in their
respective classes
Conduct of
READATHON Every Friday shall
every Friday be a READATHON
as avenue session with a new
for the and uniform
repertoire of reading selection
comprehensi with specific
on comprehension
strategies. focus skills activity
sheets.

Intensify the Conduct of Reading Conduct of reading School August-

use of Reading Reading Coordinat assessment for MOOE Septemb
Tools as basis Assessment or profiling of School er, 2022
for intervention for the All students at the Local
among Profiling of Teachers beginning of school Funds
struggling Learners at School year
readers. the Head
beginning of
school year Year-
Implementation of Round on
Conduct of Reading a
Regular Remediation structure
 Fluency among struggling d
assessment readers program
as part of
the reading
intervention
activities for
struggling Post-Reading May-
readers Assessment June,
conduct at the end 2023
Conduct the of school year
Post-
Reading
Assessment
at the end of
school year
as basis for
preplanning
for further
intervention
activities

Conduct of Launch a Launching of the School August-

Reading book-drive READ 360° for the MOOE Septemb
Pantries within to support Book Drive. School er, 2022
the school- the Local
catchment managemen Funds
areas t resources
of the
Reading
Program and
instill a
sense of
kinship and
ownership to
the Learning
Recovery
Plan

Implementatio Periodic Conduct of School Year-

n of the conduct of community MOOE Round
Reading Reading partnership along School
Campaign Campaign reading campaign Local
through through activities of the Funds
Parent- installation school along the
Guardian of reading following:
Community nooks and  Installati
Reading reading on of
Sessions hubs within reading
the hubs
 community  Solicitati
centers, on for
nearby resource
school manage
areas. ment
intended
Involvement for the
of Non- reading
Teaching program
Personnel in  Involve
the Reading ment of
Campaign Non-
Sessions Teaching
Personne
Invitation to l in the
prominent Reading
Community Campaig
People to be n
Reading Sessions
Leaders
 Invitatio
n to
promine
nt
Commun
ity
People
to be
Reading
Leaders
Prepared by:

RACEL S. ORDINARIO
SSP-III

CONFERRED WITH:
DR. LUISITO V. LIBATIQUE
EPS-1-FILIPINO
Cluster Monitoring Supervisor