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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.