1. B A S A
Flagship Program
ON LITERACY AND NUMERACY OF STA. LUCIA
ELEMENTARY SCHOOL IN RESPONSE TO LEARNING
RECOVERY AND CONTINUTIY PLAN OF DEPED REGION
V - B I C O L A N D S D O C A M A R I N E S S U R .
2. BANTAY BASA 123 is a conglomeration of
customized and contextualized interventions and
programs like Bantay-BASA, Project E-BOB (Enhancing
Basic Operations thru Boardwork), Project ASMADO
(Add, Subtract, Multiply and Divide Orally), Kariton
Library, F2R - Friday Fluency Reading, Reading Pantry
and Project SOAR-Spell out and Read.
These special programs and interventions were
formulated to answer the call of the Regional Office
(RAISE-RV) and SDO Camarines Sur (CAMSUR LN) of
conceptualizing strategies for 3-year Learning Recovery
Program.
4. GRADE LEVEL ENROLLMENT NO. OF PUPILS
UNDER FULL
INTERVENTION
PERCENTAGE REMARKS
1 117 1 Male 0.85% As of April 2023
2 107 2 Males 1.86% As of April 2023
3 127 3 Males 2.36% As of April 2023
5. D
B
A
G
H
I
E
F
J
BB 1.0
ADD TITLE
In order a child to realize his full potential, he must be a reader.
However, due to COVID-19, the reading level of the learners decline because
of the full implementation of Modular Distance Learning.
To fulfill the DepEd main target to make every learner ready for their
grade level, Sta. Lucia Elementary School proposed a reading intervention
named as Bantay-BASA. It is an advocacy to strictly monitor the reading
progress of the learners.
Bantay-BASA is a flagship project of Sta. Lucia ES under the RAISE
SLES: INSSPIRE Learning Recovery Plan. It is an everyday 40-minute reading
exercise before the start of formal instruction. The project aims to produce
grade level ready learners. It also promotes collaborative, nurturing and
intensive convergence of competent and innovative teachers; enabling
education leaders; and, highly engaged stakeholders as instructional
partners. The project will utilize various evidence-based
strategies/approaches such as Developing Reading Power and Fuller
Approach in English and Marungko Approach both in Filipino and Mother
Tongue.
The project will start from the 1st quarter until 4th quarter. Every
quarter there will be an evaluation of the project implemented.
6. PROCESS AND STRUCTURE
UNLOCKING OF DIFFICULTY
* introducing the diificult
words in the passage
* Defining the unfamiliar
words in the sentence
* Using the words in the
sentence.
MODELLING OF THE TEACHER
ORAL FLUENCY DRILL
*Pupils reads the passage,
starts with the
independent readers as
models.
READING BUDDIES
IndependenReaders assists
classmates who are under
instructional/frustration
Group reading/recitation/
silent reading.
READING HEALTH
CARD RECORDING
Pupils record their score
through a graph to
monitor their reading
progress.
Answering of
Comprehnsion
Questions
According to your need to draw the
text box size
* The teacher reads the passage.
* Emphasizes correct pronunciation,
intonation and stress.
7. PROCESS AND STRUCTURE
UNLOCKING OF DIFFICULTY
MODELLING OF THE TEACHER
ORAL FLUENCY DRILL
READING BUDDIES
READING HEALTH
CARD RECORDING
Answering of Comprehension
Questions
8. * introducing the diificult
words in the passage
* Defining the unfamiliar
words in the sentence
* Using the words in the
sentence.
ORAL FLUENCY DRILL
*Pupils reads the passage,
starts with the
independent readers as
models.
READING BUDDIES
IndependenReaders assists
classmates who are under
instructional/frustration
Group reading/recitation/
silent reading.
READING HEALTH
CARD RECORDING
Pupils record their score
through a graph to
monitor their reading
progress.
Answering of
Comprehnsion
Questions
According to your need to draw the
text box size
* The teacher reads the passage.
* Emphasizes correct pronunciation,
intonation and stress.
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the instructions and more work at the end
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32. C U T E
THANK YOU
T H E P O W E R P O I N T T E M P L A T E
A D D Y O U R N A M E