Republic of the Philippines

Department of Education
Region III – Central Luzon
Tarlac City Schools Division
Tarlac North District
BALIBAGO PRIMERO INTEGRATED SCHOOL
Tarlac City

READING PROGRAM
I. Rationale

Pupils substantially defined themselves readers from the first day of kindergarten
to grade six , and this has massive influence in their development as learners once they enter
to the world of junior high school. Pupils who are fluent, strategic and joyful are not guaranteed
success in school or in life but they are near their way. However, there are pupils who are
reluctant in reading face long odds in achieving success. Reading, in a way, defines the success
of students in school and in their lives. Because of this importance of developing reading skills,
Balibago Primero Integrated School (BPIS) invests enormous sums in teaching reading and
providing activities to students, and extra services for struggling readers.

II. Goals:
This reading program is structured to strengthen pupils ’ reading skills and comprehension
skills. It is designed to address the following findings:

1. Phil-IRI results both in English and Filipino areas.

2. It was also identified that 37 pupils from grade four to six pupils are struggling readers.

Main components:

1. Use of reading skills assessments to gather information for interventions and progress of
the program.
2. Inform parents about the remedial classes through letters and orientations.
3. Utilize literacy corner for reading activities and reading tools.
4. Distribute reading materials.
5. Face-to-face reading practices with the teacher and student/s.
6. Follow-up, self-managed learning activities in which students work independently and in
pairs to develop reading fluency and comprehension.

III. Time Frame: July -March 2018

IV. People Involved: Principal, Head Teacher, Reading Program Coordinator, English
and Filipino Teachers, Advisers and pupils.

V. Materials needed/Resources: Reading materials, charts and projector,big

books,flash cards etc.

VI. Strategies/Activities:
  Teacher-pupil teaching and learning (One-on-one)
 Peer teaching (pupil -buddy system)
 Collaborative teaching and learning
 Self-reading

VII. Implementation

A. Pre – Activity:
 Diagnostic Test in English and Filipino.
 Assessment Tool: Phil – IRI
 Orientation on the nature and scope of the reading program to parents of
the identified struggling readers.

B. Profiling of Learners
 Information about students’ reading capabilities
 Basis for planning appropriate remediation/intervention

C. Tool

 Class Reading Profile

 ORV Reading Materials
 PHIL-IRI

D. Interpreting Data
 Identify particular skill where each child needs more support
 Classify learners according to needs

E. Putting in Place Remediation/ Intervention Strategies

 Provide appropriate activities that will help spur pupils ’ development in that
particular skill.

1. Type of Intervention
2. Activities/Tasks Provided
3. Materials to be used
4. Duration

F. Assessment Before, During and After Intervention

 Phil IRI
 ORV

VIII. Program of Activities

Time Frame Activities/Tasks People Involved Success Indicator

July 2017 Classification of students Principal, Level of support to

who will undergo on the English teachers, the program
reading program. reading teacher

July 2017 Orientation of parents and Principal, Level of

students through letters English teachers, Acceptability
and personal conversation. Parents

July 2017 Assessment of students English teachers, Diagnosis

reading level
 June-March Engagement of pupils to English /Filipino Maximum
2018 reading activities such as: teachers participation of pupils

 Read-a-thon
 Spelling Bee
 Quiz Bee
 Reader’s Theater
 Story telling

Participation of pupils in Adviser

organizing class reading
corner. Report on mean and
March 2018 proficiency level
Evaluation of pupils ’ Reading teacher
reading level and pupils

IX. Suggested Training Workshop

1. Profiling of Learners
2. Designing Intervention Program for:
- remediation
- reinforcement/enrichment
3. Using Assessment Before, During and After Intervention

X. Appendix
PHIL-IRI English and Filipino
ORV
Intervention Materials

Prepared:

JOVELYN G. PAYABYAB
Reading Program Coordinator in English

CRISTINA A. CARIAGA
Filipino 4-6 Teacher
Reviewed:
JOHANNA MARIE T. DE JESUS
Head Teacher

JOLIE M. INTAL
Principal

Noted:
CARMELA T. PEREZ
EPSVR-English

ALBERTO P. SALUDEZ, Ph. D.

Schools Division Superintendent
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Tarlac City Schools Division
Tarlac North District
BALIBAGO PRIMERO INTEGRATED SCHOOL
Tarlac City

JOLIE M. INTAL,Ph.D.
Principal I