Dr. Marco D.

Meduranda
Education Program Supervisor
Reading Development and Literacy Enrichment
are Priority Thrust in SDO Navotas

Division Education
Development Target No. 4
• Improve literacy levels and of all
learners in the Division through
appropriate intervention and
enrichment programs.
• Frustration – This is the lowest level. The pupil shows
withdrawal from reading situations by refusing to read.
• Instructional – It is the level at which the pupil can profit from
instruction.
• Independent – It is the highest level at which a pupil can read
independently and with ease without the help or guidance of the
teacher.
• Non Reader – a pupil who is unable to recognize and sound
out letter-sound connections for single consonants, consonant
blends, and others.
Reading Program Pre-Assessment
Reading Program Pre-Assessment
Reading Program Pre-Assessment
Reading Program Pre-Assessment
 Reading
Program Pre-
Assessment
Project CREST Continuous BASA NAVOTEÑO
Culture of Reading towards Professional Pamilya, Paaralan,
Development on
Education Success and Literacy Instruction Pamayanan para sa Pagbasa
Transformation

ORAL LANGUAGE
PHONOLOGICAL AWARENESS
• Profiling of PHONICS Technical
Learners VOCABULARY School Support Assistance and
• Baseline data Assessment FLUENCY Systems and
• Input from COMPREHENSION
Continuous
Leadership Monitoring &
PIR
• Research Evaluation
Findings

Instructional Tools
for Reading &
Literacy

Every Child A Reader Program 🔹 DEDP Target # 4 🔹DepEd Order 14 s. 2018

DepEd Order 12 s. 2015 🔹DepEd Order 8 s. 2015
Program Implementation Delivery
Framework
School-based
Reading Program
Pre-assessment Implementation Post-assessment
(Intervention &
Enhancement)
1. Administration of reading 1. Implementation of 1. Administration of post-test
pretest school-based reading (2nd week of Feb.)
• K to 2 (school program. 2. Preparation of reading
developed) • Intervention for program documents
• Grades 3-6 (Phil-IRI) those struggling 3. Evaluation and validation (3rd
• Grades 7-10 (division readers. to 1st week of March, 2020)
developed) • Enhancement for 4. Dissemination of results(3rd
• Grades 11-12 (division independent week of March, 2020)
developed) readers
2. Analysis of results for 2. Division monitoring and
profiling of students review (EPS and PSDS)

2nd week of June through 2nd 2nd week of August, 2019 to 2nd week of February – 3rd week of
week of July, 2019 1st of February, 2020 March, 2020
• PRE-TEST RESULTS • WEEKLY PROGRESS REPORT • POST-TEST RESULT
• LEARNER READING PROFILE • LEARNER READING TRACKING TOOL • ACCOMPLISHMENT REPORT
• READING PROGRAM • MONITORING TOOL
IMPLEMENTATION PLAN
Inventory of Reading Programs
Make sure that your reading
program documents are
ready.

• Project Document
• Monitoring Reports.
• Accomplishments
 LEARNER READING TRACKING TOOL
WEEK 1: MAIN IDEA WEEK 2: RECOGNIZE DETAILS
NAMES
Day 1 Day 2 Day 3 Day 4 Summative Day 1 Day 2 Day 3

1. Juan dela
Cruz
Reading Program Quality Standards
READING PROGRAM QUALITY STANDARDS
Monitoring of
Reading Programs
• Public Schools District Supervisors are enjoined to
monitor the conduct of school-based activities for the
Reading Month in their assigned clustered schools.
• PSDS shall also supervise the implementation of school-
based reading programs in both elementary and
secondary schools.
• Reports on the monitoring should be forwarded to the
Education Program Supervisors in English and Filipino as
they are directed to provide technical assistance in
schools to ensure the effectiveness of school-based
reading programs. Schoo lvisits from November 13 -
December 06, 2019.
• Furthermore, school heads shall submit photos and
narrative reports of the activity to the Division Record's
section on or before December 09, 2019.
Monitoring of
Reading Programs
1. Check the school’s reading pre-assessment
reports/records:
• Pretest results
• List of students to undergo reading
intervention
• Reading program action plan
• Other documentation

2. Randomly choose pupils/students from the list of

students identified to be needing reading
intervention and validate the diagnosis by
conducting spot reading assessment.
 NOTABLE PRACTICES
• 1. Peer reading programs
• 2. Reading Corners/Literacy Rich School Environment
• 3. Contextualized Reading Materials
• 4. Parents as Reading Assistants
• 5. Home-school connections
• 6. Action Research on Reading
• 7. Progress Monitoring Records/ Tracking Forms
• 8. Strong external stakeholders support in literacy/reading projects
• 9. Reading program well embedded in the SIP
• 10. Well structured remedial reading program (good follow-up and
consistent support)
 Future Directions
• Reading Expo: Market of Best Practices in Reading and
Literacy
• Unified Reading Program Standards and Materials
• Stronger engagement of LGU, NGO’s in division-wide
reading program
• Needs-based Capacity-building on Literacy Instruction
 Launching of “Bawat Bata
Bumabasa” & Division Roll-out
of Digital ELLN plus
Literacy Instruction Training for
K-6 Teachers

12.17.2019
Navotas National High School
SDO-Navotas