1.profiling: Project Implementation Matrix Activities A. Pre-Implementation

PROJECT IMPLEMENTATION MATRIX
ACTIVITIES June July August September October November December January February March
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A. Pre-Implementation
1.Profiling
1. This will include
identification of their
reading level through Phil-
IRI/EGRA (Individual
Reading Inventory)
2. Analizing
Analysis of reading
difficulties and planning for
intervention
3.Teachers Training
Reading Teacher attend
SLAC to enhance his/her
teaching strategies in the
reading class and
preparation of support
instructional materials.
4.Crafting of
Intervention
Design intervention
according to the reading
levels with Free
Lunch/snacks and plotting
of schedule of the Reading
Program
5. IM’s Making
Preparation of Appropriate
Reading Materials
6.Stakeholders Advocacy
An orientation conference
will be conducted to
mobilize all possible
stakeholders for awareness
of the program and to
strengthen their advocacy
in terms of logistics
support.
B. During - Implementation
Provision of Intervention
levels with Free
Lunch/snacks
Non-Readers
• Beginning Reading:
Auditory and Visual
Discrimination and
utilization of Marungko
Approach
Producing sounds of the ff;
Letters/ M/,/S/,/A/,/I/,/0/
Letters/ B/,/E/,/U/,/T/,/K/
Letters/
Ll/,/Yy/,/Nn/,/Gg/,/NG ng/
Letters/
Pp/,/Rr/,/Dd/,/Hh/,/Ww/
Letters/
Cc/,/Ff/,/Jj/,/Qq/,/Vv/
Letters/ Xx/,/Zz/,/ /
Introduce the short "a"
vowel sound with CVC
pattern words, phrases
Introduce the short "e"
Introduce the short "i"
Introduce the short "o"
Introduce the short "u"
Introduce words and
phrases with consonant
blend bl,cl,fl,gl,and pl
Introduce words and
blend sl, br,cr,dr,and fr
Introduce words and
blend gr,cr,tr, and sc
Introduce long vowel "a"
sounds in words and
phrases
Introduce long vowel "e"
sounds in words and
phrases
Introduce long vowel "i"
sounds in words and
phrases
Introduce long vowel "o"
sounds in words and
phrases
Introduce long vowel "u"
sounds in words and
phrases
C.Post- Implementation
Conduct Phil-IRI post test
2019-2020
Conduct General PTA
Assembly
Giving awards and
Recognition
Frustration
1.Profiling
Reading Inventory)
2. Analizing
Analysis of reading
intervention
3.Teachers Training
reading class and
4.Crafting of
Intervention
Design intervention
levels with Free
Program
4. IM’s Making
Reading Materials
support.
B. Implementation
Introduce the short "a"
vowel sounds with CVC
Pattern words, phrases,
stories
Introduce the short "e"
stories
Introduce the short "i"
stories
Introduce the short "0"
stories
Introduce the short "u"
stories
Introduce words, phrases
and stories with consonant
Introduce word, phrases
blend gr, pr,tr, sc
blend sk, sm,sn, sp
blend st, sw, and tw
digraphs ch, sh, th, ph, and
wh
Introduce long vowel "a"
sound in words, Phrases,
Stories
Introduce long vowel "e"
Stories
ntroduce long vowel "i"
Stories
ntroduce long vowel "o"
Stories
ntroduce long vowel "u"
Stories
Introduce words, phrases,
stories with vowel
diphtongs ow and ou
stories with vowel digraph
ar
stories with vowel
diphtongs words,
Introduce oi andphrases,
oy
oo
er
o
ea
Post Implementation
2019-2020
Conduct General PTA
Assembly
Giving awards and
Recognition
Instructional:
Reinforcement
1.Profiling
Reading Inventory)
2. Analizing
Analysis of reading
intervention
3.Teachers Training
reading class and
4.Crafting of
Intervention
Design intervention
levels with Free
Program
5. IM’s Making
Reading Materials
support.
Reading of
stories/selections
Answering questions
requiring LOTS and HOTS
of various text across
learning areas
B. Implementation
1. Note significant details
in aliterary text
2. Analyze a story in terms
of its setting
3. Sequence events in a
story or narrative
4. Inter feelings and traits
of characters in a story
read
5. Make interferences
based on a literary text
6. Identify important story
elements such as settings
7. Identify important story
elements such as character
8. Identify important
element such as plot
9. identify the theme of the
literary text
10. Use the appropriate
graphic organizer to show
the sequence of events in
a text read
11. Predict outcomes of
events in the story
12. Give possible ending to
a story
13. Distinguish reality from
fantasy
14. Distinguish fact from
opinion in a narrative
15. Compare and contrast
people, places, and events
in text read
16. Identify various text
types according to
structure
17. Distinguish the main
idea In a given text
18. Distinguish the key
sentences in a given text
19. Distinguish supporting
details I a given text
20. Give conclusions to
realistic fiction read
21. Make generalization in
a story read
22. Identify cause and
effect relationship
Post Implementation
2019-2020
Conduct General PTA
Assembly
Giving awards and
Recognition
Independent:
Enrichment
Classify learners according
to their potential with
respect to Multiple
Intelligences:
Journalism, Tagisan ng
Talento, Sports, TLE/EPP,
TVL Skills, Skills for Festival
of Talents in Araling
Panlipunan, Mathnovation
and MTAP
There should have:
Differentiated activity
within a reading class.
C. Monitoring & Evaluation
1.Monitoring, assessment
and evaluation are
important to determine the
effectiveness of the
reading instruction.
2.Monthly assessment shall
be done by the teacher
herself for personal
adjustment and class
3.The School Principal shall
utilization.
also conduct assessment
and evaluation using her
modified reading
assessment tool
periodically or as
frequently as she deems
necessary.
3.The Public School District
Supervisor and Education
Program Supervisor shall
monitor and evaluate the
program during their
school visitation utilizing
various reading inventory
checklists
D.Post Implementation
1. Conduct of PHIL-IRI Post Test
2.Analysis of the findings
3.Review the Processes
4. Adjustments
PROJECT IMPLEMENTATION MATRIX
ACTIVITIES June July August September October November December January February March
1 2 3 4 1 23 41 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1.Profiling
1. This will include identification of their
reading level through Phil-IRI/EGRA
(Individual Reading Inventory)
2. Analizing
Analysis of reading difficulties and planning
for intervention
3.Teachers Training
Reading Teacher attend SLAC to enhance
his/her teaching strategies in the reading
class and preparation of support instructional
materials.
4.Crafting of Intervention
Design intervention according to the reading
levels with Free Lunch/snacks and plotting of
schedule of the Reading Program
5. IM’s Making
Preparation of Appropriate Reading Materials
An orientation conference will be conducted
to mobilize all possible stakeholders for
awareness of the program and to strengthen
their advocacy in terms of logistics support.
B. During - Implementation
Provision of Intervention according to the
reading levels with Free Lunch/snacks
Non-Readers
Beginning Reading: Auditory and Visual
Discrimination and utilization of Marungko
Approach
Producing sounds of the ff; Letters/
M/,/S/,/A/,/I/,/0/
B/,/E/,/U/,/T/,/K/
Ll/,/Yy/,/Nn/,/Gg/,/NG ng/
Pp/,/Rr/,/Dd/,/Hh/,/Ww/
Cc/,/Ff/,/Jj/,/Qq/,/Vv/
Producing sounds of the ff; Letters/ Xx/,/Zz/,/
/
Introduce the short "a" vowel sound with
CVC pattern words, phrases
Introduce the short "e" vowel sound with
Introduce the short "i" vowel sound with CVC
Introduce the short "o" vowel sound with

Introduce the short "u" vowel sound with
Introduce words and phrases with consonant
blend gr,cr,tr, and sc
Introduce long vowel "a" sounds in words
and phrases
Introduce long vowel "e" sounds in words
and phrases
Introduce long vowel "i" sounds in words and
phrases
Introduce long vowel "o" sounds in words
and phrases
Introduce long vowel "u" sounds in words
and phrases
C.Post- Implementation
Conduct Phil-IRI post test 2019-2020
Conduct General PTA Assembly
Giving awards and Recognition
Frustration
1.Profiling
2. Analizing
for intervention
3.Teachers Training
materials.

4. IM’s Making
An orientation conference will be conducted
to mobilize all possible stakeholders for
awareness of the program and to strengthen
their advocacy in terms of logistics support.
B. Implementation
Introduce the short "a" vowel sounds with
CVC Pattern words, phrases, stories
Introduce the short "e" vowel sounds with

Introduce the short "i" vowel sounds with
Introduce the short "0" vowel sounds with
Introduce the short "u" vowel sounds with

Introduce words, phrases and stories with
consonant blend bl,cl,fl,gl,and pl
Introduce word, phrases and stories with
consonant blend sl, br,cr,dr,and fr
consonant blend gr, pr,tr, sc
consonant blend sk, sm,sn, sp
consonant blend st, sw, and tw
consonant digraphs ch, sh, th, ph, and wh
Introduce long vowel "a" sound in words,
Phrases, Stories
Introduce long vowel "e" sound in words,
Phrases, Stories
Introduce long vowel "i" sound in words,
Phrases, Stories
Introduce long vowel "o" sound in words,
Phrases, Stories
Introduce long vowel "u" sound in words,
Phrases, Stories
Introduce words, phrases, stories with vowel
diphtongs ow and ou
digraph ar
diphtongs oi and oy
digraph oo
digraph er
digraph oa
digraph ea
Post Implementation

Instructional: Reinforcement
1.Profiling
2. Analizing
for intervention
3.Teachers Training
materials.
5. IM’s Making
An orientation conference will be conducted to mobilize
all possible stakeholders for awareness of the program
and to strengthen their advocacy in terms of logistics
support.
Reading of stories/selections
Answering questions requiring LOTS and HOTS of
various text across learning areas
B. Implementation
1. Note significant details in aliterary text
2. Analyze a story in terms of its setting
3. Sequence events in a story or narrative

4. Inter feelings and traits of characters in a story read
5. Make interferences based on a literary text
6. Identify important story elements such as settings
7. Identify important story elements such as character
8. Identify important element such as plot
9. identify the theme of the literary text
10. Use the appropriate graphic organizer to show the
sequence of events in a text read
11. Predict outcomes of events in the story
12. Give possible ending to a story
13. Distinguish reality from fantasy
14. Distinguish fact from opinion in a narrative
15. Compare and contrast people, places, and events in
text read
16. Identify various text types according to structure
17. Distinguish the main idea In a given text
18. Distinguish the key sentences in a given text

19. Distinguish supporting details I a given text
20. Give conclusions to realistic fiction read
21. Make generalization in a story read
22. Identify cause and effect relationship
Post Implementation

Independent: Enrichment
Classify learners according to their potential
with respect to Multiple Intelligences:
Journalism, Tagisan ng Talento, Sports,
TLE/EPP, TVL Skills, Skills for Festival of
Talents in Araling Panlipunan, Mathnovation
and MTAP
There should have:
Differentiated activity within a reading
class.
C. Monitoring & Evaluation
1.Monitoring, assessment and evaluation
are important to determine the effectiveness
of the reading instruction.
2.Monthly assessment shall be done by the
teacher herself for personal adjustment and
class utilization.
3.The School Principal shall also conduct
assessment and evaluation using her
modified reading assessment tool
periodically or as frequently as she deems
necessary.
3.The Public School District Supervisor and
Education Program Supervisor shall monitor
and evaluate the program during their school
visitation utilizing various reading inventory
checklists
D.Post Implementation
1. Conduct of PHIL-IRI Post Test
2.Analysis of the findings
3.Review the Processes
4. Adjustments
Prepared by: Noted by:

DULCE B. CUENCA MARYLEN D. TRAPAL
Master Teacher I Principal II

1.profiling: Project Implementation Matrix Activities A. Pre-Implementation

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1.profiling: Project Implementation Matrix Activities A. Pre-Implementation

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PROJECT IMPLEMENTATION MATRIX

Introduce the short "o" vowel sound with

Design intervention according to the reading

Introduce the short "e" vowel sounds with

Introduce the short "u" vowel sounds with

Conduct Phil-IRI post test 2019-2020

2. Analyze a story in terms of its setting

3. Sequence events in a story or narrative

17. Distinguish the main idea In a given text

18. Distinguish the key sentences in a given text

21. Make generalization in a story read

22. Identify cause and effect relationship

Conduct Phil-IRI post test 2019-2020

Prepared by: Noted by:

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