Republic of the Philippines

Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY

SCHOOL READING PROGRAM FOR SCHOOL YEAR 2024-2025

School ID: 157001 School Head: MELBA M. DIEGO

School: DADDA ELEMENTARY SCHOOL School Reading Coordinator: MARVIE N. BOSI
District: TUGUEGARAO EAST DISTRICT District Head: ANALIZA E. TALATTAD

I. Rationale

Reading is very important. It is the process of taking in, the sense of meaning of letters and symbols. Studies show that
reading for pleasure makes a big difference to children’s educational performance. Likewise, evidence suggests that
children who read for enjoyment every day not only perform better in reading tests than those who do not, but also develop
a broader vocabulary, increased general knowledge and a better understanding of other cultures.
In fact, reading for pleasure is more likely to determine whether a child does well at school than their social or
economic background.
Learning to read is about listening and understanding as well as working out what is printed on the page. Through
hearing stories, children are exposed to a wide range of words. This helps them build their own vocabulary and improve
their understanding when they listen, which is vital as they start to read. It is important for them to understand how stories
work too. Even if your child does not understand every word, they will hear new sounds, words and phrases which they can
then try out, copying what they have heard.
Irrespective of whether children are only just beginning to learn to read or whether they are fluent, everybody can play
an important role in helping to keep them interested in books. Find out what interests them, help them to find books that
will be engaging and fun, and spend time reading the books they bring home from school.
DepEd Memorandum no. 173 s. 2019 ( Hamon: Bawat Bata Bumabasa 3B’s) states that in support of the
implementation of the K to 12 Basic Education Program, the Department of Education is continuously fulfilling its
mandate to produce productive and responsible citizens equipped with essential competencies and skills for lifelong
learning. To make every learner a proficient reader, schools across the country are tasked to help learners develop their
reading skills. However, such initiatives are still not enough based on the recent results of national assessments for student
learning. In order to address the gaps, there is a need to strengthen the reading proficiency of every learner and to nurture a
culture of reading which is a requisite skill in all content areas.
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY

To attain this goal, Dadda Elementary School continuously strengthens its reading program which helps pupils
improve reading literacy.

I. Objectives
a. To make every learner a reading lover.
b. Specific Objectives:
 Conduct one o’clock reading habit per grade level;
 Enhance reading strategies through attending seminars and trainings;
 Utilize the Phil-IRI, CRLA and other reading materials in conducting remedial reading sessions;
 Collaborate with parents and other stakeholders in improving the reading skills of learners.
I. Components

Components Activities/Tasks Target Output Time Frame Resources

Persons Materials Budget
Responsible Needed
1. Reading 1. Assess kinder learners’
Assessment knowledge on letter-to- sound Analyzed and August 1- Reading Bondpaer
correspondences. interpreted 15, 2024 teachers Ink 300.00
1. Assess learners in early grades assessment results Folder
(Grade 1 &2) using the
contextualized assessment to Utilized and * GST
identify the components mastered disseminated questionnaire
and least mastered by learners assessment results and
2. Assess learners in Grade 3 ( progress tracking) individualized
(Filipino) and Key Stage 2 (Filipino assessment
and English using PHIL IRI to Identified reading September
identify the reading level of profile of learners 16-30, 2024
learners whether: from Grade 1 to
a. frustration Grade 6
b. instructional
c. independent
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY

2.Learning and 1. For Frustration Readers Reading Bond paper 1,000.00

Delivery 1.1 Improve the reading Presence of September teachers Ink
performance of NR and syllable enrichment, 2024 to Folder
readers to word readers for a period enhancement, and November Fastener
Reading of 3 months using appropriate remediation plans 2024 Laminating
Enrichment for reading materials like Marungko, film
Independent Fuller Approach and other Improved reading December Plastic
Readers contextualized materials. performance of 2024 to cellophane
1.2 From word readers to phrase learners based on February Glue
Reading readers for a period of 3 months targeted domains. 2025 Ballpen
Enhancement pencil
for 1.3 From phrase readers to sentence March 2025
Instructional readers for a period of 2 months to April 2025
Readers with comprehension questions.

Reading 1.4 From sentence to paragraph for April 2025 to

Remediation a period of 2 months with May 2025
and comprehension questions.
Intervention
for frustration 2. For Instructional Readers October 2024
readers 2.1 Develop the fluency of to December
instructional readers for a period of 2024
3 months.

2.2 Establish the comprehension of December

learners by giving comprehension 2024 to
questions focusing on noting February
details, vocabulary development 2025
and predicting outcome for a period
of 3 months.

2.3 Establish comprehension March 2025

questions focusing on sequencing to June 2025
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY

events and inferring and evaluating

for a period of 4 months using
different text types ( narrative,
expository, informative, and
argumentative)
September
3. For Independent readers 2025 to
-Enhance fluency involving HOTS- December
based questions for a period of 4 2025
months

- Capacitate independent readers in

assisting frustration readers January 2025
to June 2025
- Train independent readers for
campus journalism both in English
and Filipino to come up with a
circulated school paper.
-

3. Learning a. Implementation of school-based Identified existing Bond paper 2,000.00

Resource Project RIDE (Reading Intervention learning materials Ink
Materials Development) in reading Folder
Development -reading teachers will conduct the Fastener
one o’clock reading habit from Developed Laminating
Monday to Friday supplemental Reading film
-quality assured materials will be reading materials Coordinator Plastic
categorized to suit the reading ( print, non-print, Reading cellophane
needs of the learners. digital etc.) teachers Glue
-print and reproduced reading Ballpen
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY

materials from the LR Portal to be Quality assured September pencil

used by parents during reading developed LRs 2024 to June
sessions. 2025
- print and laminate reading
materials to be used during Contextualized
remedial teaching reading materials
that are
developmentally
appropriate
4. Learning Implementation of Project RIDE Analyzed teacher’s
and (Reading Intervention learning and Bond paper 1,500.00
Development Development) development needs Reading Slide decks of
(Capability - once a month LAC for six months for reading Coordinator presentation
Building ) focusing on reading with the instruction
planned topics based from the
sessions on ELLN. Attended LAC
sessions and
October- Building a Community of capability building October 30,
Readers (Foundations of Effective on reading 2024
Reading Instruction) instruction

November- Read-Aloud and November

Leveled Reading ( English month 29, 2024
and Reading month celebration)

December- How to conduct reading December

remediation and intervention (based 30, 2024
on the result of the reading
assessment

January- Bridging the Language

Divide: Understanding January 30,
Bilingualism and Translanguaging 2025
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY

February- How to develop reading

materials/contextualizing reading February 28,
materials 2025

March- How to develop reading

materials. March 30,
2025

5. Partnership Implementation of Project RIDE Bond paper 3,000.00

and Linkage - Conduct monthly story reading Active participation Reading Ink
session by grade with the invited and visibility of Coordinator Folder
members of the community. parents/stakeholders Fastener
- Involve parents in preparing in the Reading Laminating
materials such as cutting, pasting implementation of Teachers film
and laminating materials while the project. Plastic
waiting for their children’s September GPTA cellophane
dismissal. 2024 to June Officers Glue
- Tap the GPTA officers to lead in 2025 Ballpen
sourcing out funds in the pencil
reproduction of materials.
6. Research Conduct research on reading based Approved proposal Bond paper 1,
and on the literacy need of the class of the research September Reading Ink 000.00
Development based on the result of the reading 2024 to April Teachers Folder
assessment. 2025 Fastener

7. Rewards 1. Give rewards and recognition to Recognized

and learners who will be participating in learners, September School Head Worx paper 1,500.00
Recognition the school-based reading contests parents/stakeholders 2024 to July Ink
2. Give recognition to and teachers by 2025 Medals
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY

parents/stakeholders for their active giving Certificate of Certificate

participation in the achievement of Recognition and holder
literacy goals of the school. medals.
3. Give recognition to teachers’
active involvement in literacy
PPAs.
8. Monitoring Monitor the implementation of the Assessment by September Bondpaper 500.00
and Evaluation projects and programs in literacy Grade in the 2024 to School Head Ink
using a contextualized monitoring implementation of August 2025 folder
tool of the school. PPAs in literacy
using a Monitoring
Tool

Prepared by: Reviewed and evaluated by:

MARVIE N. BOSI ANALIZA E. TALATTAD

School Reading Coordinator Public Schools District Supervisor

MELBA M. DIEGO DANTE S. ABELLA

School Principal Educatiuon Program Supervisor-English

Approved:

GILBERT N. TONG, Ph. D, CEO VI,CESO V

Schools Division Superintendent
 Republic of the Philippines
Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF TUGUEGARAO CITY