Republic of the Philippines Department of Education Region XI Division of Davao del Sur Sulop District KIBLAGON ELEMENTARY SCHOOL Kiblagon, Sulop Davao del Sur School ID: 129135 Prepared by: JANICE E. VILLACORTE School Reading Coordinator/Chairman of KES - CARES Checked & Evaluated: GERMINIANA A. LAPAZ Master Teacher I Recommending Approval: ABDON E. SALADAGA, JR. Head Teacher - III APPROVED: JESSE J. MEYOR Principal III/DPIC I. Introduction II. Initiated Projects, Programs and other Reading Activities III. MONTHLY ACTIVITIES IV. Annex 1. Activity Design INTRODUCTION “A reader lives a thousand lives before he dies . . . The man who never reads lives only one.” said one the most revered author of this era, George R.R. Martin . Indeed, reading is a skill that a child must have, to face the challenges of the world and a sword that can be wield to cultivate creativeness. However, in a world where digital gadgets are quickly taking over children's attention, encouraging them to read a book will seem like a challenge. Hence, the education system is geared towards a digitalized world. The pages of books hold less and less entertainment for pupils whose interests are now held more by the moving pictures in their screens. However, this does not mean that they are digressing from progressing but rather they are developing faster than the former generation. They see things more keenly and sharply because of their orientation. This is why the school arranged an array of activities in which pupils could foster and share their love for reading in differentiated activities most especially that face – to – face teaching learning process is not possible in this time of pandemic, technology plays a vital role in monitoring the reading activities and progress of the learners, most especially those identified as struggling readers. Furthermore, as an institution of learning, a school need to challenge itself to prosper the love for reading in every pupil and also to address reading problems of some identified struggling learners. Hence, Kiblagon Elementary School initiated different activities, projects and programs to augment the reading level of each learner. Despite the threat of COVID 19, the school successfully implemented the reading activities and reading programs for the calendar year 2021. INITIATED PROJECTS/PROGRAMS Pursuant to DepEd Memorandum No. 173, s. 2019, signed by Secretary Leonor Briones; all DepEd Personnel are mandated to strengthen the “Every Child A Reader Program” under the 3Bs initiative: “Bawat Bata Bumasa” program. Appertaining to this directive, DepEd Regional Director Evelyn Fetalvero instructed all intrinsic and extrinsic stakeholders to intensify the advocacy for reading through the renewed commitment of everyone to make every child a reader. Hence, Kiblagon Elementary school had initiated the following projects, programs and reading activities for the calendar year2021. 1. KES - CARES (Class-home Advocacy in Reading Enhancement System) Program (January - December 2021) Teachers still continue to conduct reading remediation of the struggling readers in their respective homes. Teachers strictly follow the IATF guidelines as stipulated in the meeting with the Barangay Council. The Reading remediation happened in the homes of the identified struggling readers. Parents and other household members were also encouraged to guide and assist their child/sibling on their daily reading exercise. This time of pandemic their homes are also their classroom that is why in this new normal set-up, it is called “Class-home” In line with this Reading Program, the School Reading Coordinator, Janice E. Villacorte created a special committee under her chairmanship in crafting reading materials suited to the reading levels of the learners. The crafted reading materials were then utilized during the conduct of reading remediation and were also distributed and used by the home - learning facilitators/parents. 2. Project HOPE (Home-visit Operation for Pupils’ Enrichment) (January - December 2021) This project as proposed by Janice E. Villacorte aimed to help the learners who lagged behind in answering their modules and who were identified as struggling learners and readers. Thus, teachers regularly visited and assisted these learners once a week. 3. Project TABLE (Teachers’ Advocacy for a Beneficial Learning Environment)(May 26, 2021) Project TABLE as proposed by Janice E. Villacorte aimed to give less fortunate learners who did not have a suitable study table at home. It also supports the home learning facilitators by providing functional tables. The school had already given 16 tables to the identified indigent learners and the first turn-over ceremony was successfully conducted on May 26, 2021 on which was covered by the Division Office Production team as one of the Best Practices of the school. 4. National Reading Activities (November 2021) 1. 2. 3. 4. Panaghinabi 2021 – where parents were oriented and empowered to teach their children on how to read. They were taught on the different teaching reading strategies and provided with the suited reading materials for their children. Family Reading Challenge – Parents and their children are to read a story and post it in their FB wall using the hashtag “BawatBataBumabasa Search for Best Home Reading Corner Virtual Monitoring on Reading (those with available gadgets) READING ACTIVITIES C. Y. 2021 (On January 4, 2021, the School Reading Coordinator, Janice E. Villacorte, sought permission from the Barangay Office for the conduct of reading remediation in the homes of the identified struggling readers.) Teachers actively listened to the School Reading Coordinator, Janice E. Villacorte who adeptly engaged teachers to participate in the session’s activities. The school reading coordinator guided the reading teachers on how to craft reading materials suited to the different reading levels of their learners. After the session, the participants were able to craft and compile reading materials. (Teachers conducted reading remediation in the homes of their respective learners.) Mrs. Janice E. Villacorte,(above) School Reading Coordinator, proposed and presented the rationale and objectives of Project TABLE to the stakeholders of KES on March 2021. Mrs. Janice E. Villacorte, gave a message to the recipient of the tables. On her message, she stressed out the importance of conducive learning environment at home and encouraged parents to have strong partnership and cooperation with the school. The turn-over ceremony of Project Table on May 26, 2021 was featured in Diri sa Deped Onse, and was graced by the District Principal InCharge, Mr. Jesse J. Meyor. Who gave an inspirational message to the teachers and to he home-learning facilitators. On September 17, 2021, the launching of Panaghinabi 2021 was conducted. (The teachers visited and assisted the learners’ who lagged behind in answering modules because of reading problems. Teachers extended time to assist learners in the completion of the activities in the modules) Prepared by: JANICE E. VILLACORTE School Reading Coordinator/Chairman of KES-CARES Checked & Evaluated: GERMINIANA A. LAPAZ Master Teacher I Recommending Approval: ABDON E. SALADAGA, JR. Head Teacher - III APPROVED: JESSE J. MEYOR Principal III/DPIC Republic of the Philippines Department of Education Region XI DIVISION OF DAVAO DEL SUR SULOP DISTRICT KIBLAGON ELEMENTARY SCHOOL PROGRAM DESIGN I. Title KES - CARES (Kiblagon Elementary School- Class-home Advocacy for Reading Enhancement System) II. Proponent / Initiator JANICE E. VILLACORTE Teacher III, Kiblagon Elementary School School Reading Coordinator III. Duration January 2021 to October 2023 (Two Years) IV. Target Beneficiaries Kindergarten, Learners under frustration level and Non - readers (Grade 1 6)based on the 8-week reading curriculum result V. Context and Rationale Education For All (EFA) as a global movement led by UNESCO ( United Nations Educational Scientific and Cultural Organization) aims to meet the learning needs of all children, youth and adults from all walks of life. Likewise, the Department of Education (DepEd) spearheads the ECARP (Every Child A Reader Program) being intensified by Project DEAR (Drop Everything And Read) designed to equip young learners with strategic reading and writing skills to make them independent readers and writers. Reading is a basic tool for lifelong learning. In order to continue to learn, one must be equipped with the fundamental of reading skills. It is known that for the first time, since the adoption of the K to 12 curriculum, the Philippines participated in an international assessment of basic education. The Programme for International Student Assessment or PISA is a triennial survey of 15-year-old students around the world in three subjects: reading, mathematics and science. The results are dismal for the Philippines. Students in the Philippines scored lowest in reading, and second lowest in both mathematics and science. 15-year old students are near the end of junior high school in the Philippines, demonstrating convincingly that Philippine basic education has serious problems in the early years (OECD, PISA 2018). Hence, to bridge literacy gaps among learners, the Department of Education (DepEd) is intensifying its campaign on reading proficiency with the unveiling of Hamon: Bawat Bata Bumabasa (3Bs) initiative. Therefore, Undersecretary for Curriculum and Instruction Diosdado San Antonio said that improving reading programs will be a priority as the Department, led by Secretary Leonor Magtolis Briones, starts to focus on globalizing the quality of basic education in the Philippines. In Sulop District, the Learners’ Reading Profile as a result of the 8 - week Reading Remediation for the School Year 2020-2021 showed that there were still 562 learners who were under frustration level and 49 learners were identified as Non-readers. Thus, Sulop District will initiate a unified Reading Program to help the struggling readers even by learning at-home. This proposed Reading Program activity is align with the Learning Continuity Plan of the Department. The safety and health protocol is to be ensured during the duration of the program. This reading program is a class-home based activity where learning facilitators were primarily the household members to be assisted by the reading instructors; Advisers, School Reading Coordinators and School Administrators for monitoring purposes. In this context, the identified struggling readers will be engaged in reading sessions and learning opportunities at-home through online and offline resources and with the help of the home-learning facilitators (parents/siblings/guardians), teachers, volunteer, young professionals (neighbors) , benevolent sponsors, DepEd representative, community officials and the stakeholders. Specifically, the Reading Program aims to: Develop literacy skills among the identified struggling learners in each school of Sulop District; Promote the teaching of reading in the community level; Provide technical assistance to Home Learning Facilitators; Help establish community partnership through relevant reading activities. VII. INSTRUCTIONAL PROGRAMS, MATERIALS AND APPROACHES In order to meet the objectives of the reading program, below are the suggested approaches/instructional programs/activities for implementation. 1. Online Approach A. Synchronous Teaching Reading - The use of technology in this time of “new normal” set-up in education plays a vital role most especially in teaching reading to the struggling readers. Hence, the use of video conferencing platforms such as zoom, google meet, video calls and the like are encouraged to be used for reading session for those identified struggling readers who have available gadgets and internet access. Reading teacher will prepare a 30-minute reading lesson for each learner. B. Asynchronous Teaching Reading -The school will choose reading teachers to make a video lesson for reading. The content of the video lessons will focus on Oral Language, Phonological Awareness, Phonics, Vocabulary and Reading Comprehension. Selection Committee to evaluate the video lessons will be formed before the said video lessons will be downloaded to the SOnline Reading Portal/Official Youtube Channel of Kiblagon Elementary School for Teaching Reading. 2. Offline Approach A. Home Visitation (Project HOPE- Home - Visit Operation for Pupil’s Enrichment) - Reading Teachers will conduct home visit to the identified struggling readers with the permission from the Barangay Captain to conduct the reading remediation. Safety protocol to prevent the spread of Covid 19 must be strictly followed such as the wearing of mask and face shield (both the teacher and learner must wear), learning table with barrier must be used, alcohol and other disinfectant must be used. Furthermore, Reading Teachers can use claveria method, reading ladder, Reading recovery method, phonics method, whole word approach method or any other reading method that will suit to the reading needs of the learner. B. Purok Para sa Pagbasa/Drop Box point for reading materials - In partnership with the Barangay Officials, a drop box point for reading materials will be established. This Purok Reading Center will serve as the community’s reading pantry where struggling readers in particular can have easy access on the different reading materials within their community. C. Oplan Basa sa Balay - this activity is for identified struggling readers who have parents/siblings who are capable of teaching them to read at home. A reading lesson guide and reading materials are provided for the home learning facilitators to assist the learners in learning how to read. Young professionals/other members of community who are capable of teaching reading and who just lived in the neighborhood can also extend their time in teaching the struggling readers. This activity strengthen the spirit of Bayanihan within the community to help learners develop their literacy skills. 3. Panaghinabi - regular conduct of panaghinabi to the parents/guardian especially to the struggling readers during the distribution and retrieval of modules. During this session, homelearning facilitators will be guided on how to teach their children how to read. Reading lesson guides and reading materials will also be given to the parents/guardians. 4. Regular Monitoring and Evaluation - the monitoring in the school shall be conducted monthly by the school head and school reading coordinator.Accomplishment Report shall be made and submitted quarterly by the Reading Teacher. 5. Project TABLE “Teachers’ Advocacy for a Beneficial Learning Environment” This project aims to promote a conducive learning environment by giving tables to the identified indigent learners. 6. Other relevant Reading Activities - Teachers can add or modify activities stipulated in the KES - CARES Program VIII. Budgetary Requirements A rough estimate of approximately Twenty Thousand Pesos Pesos (PhP 20, 000.00) only shall be solicited from different benevolent sponsors, donors, benefactors, Local Government Units, and Non-Government Organizations whose generosity will be shared to the target beneficiaries of the reading program. Such amount will be generated for a period of two years which will comprise and be spent for the reading and writing materials, school supplies and other relevant expenditures. Prepared by: JANICE E. VILLACORTE Initiator / Proponent, Program CARES School Reading Coordinator in English Checked & Evaluated: GERMINIANA A. LAPAZ Master Teacher I Recommending Approval: ABDON E. SALADAGA, JR. Head Teacher IV APPROVED: JESSE J. MEYOR Principal III/DPIC Promoting literacy is believed to prepare the youth for success. Beyond the functional level, being literate plays a significant role in transforming students into socially engaged students. Being literate means being able to communicate effectively, being able to understand and keep up with current events, and being equipped well enough for the challenges of life. Reading is the pillar of literacy.
