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287610547-Work-Plan-in-Reading-Program.pdf
- 1. REPUBLIC OF THEPHILIPPINES Department of Education Region IV-A CALABARZON DIVISION OF CALAMBA CITY CALAMBA EAST DISTRICT Bucal Elementary School Calamba City PROBLEM/CONCERN OBJECTIVES ACTIVITIES PERSON/S INVOLVED MATERIALS NEEDED TIME FRAME SOURCE OF FUND EXPECTED OUTPUT A. Student Development 1. Reading Level a. Independent b. Instructional c. Frustration Determine the reading levels of the students. Continue the love for reading. Assist the non-readers and slow readers in their reading sessions Intensify the reading abilities of the students. Guide the slow and non-readers to develop their reading skills. Administering pre and post reading test. Employ the reading materials for the fast readers and motivate them to help the slow and non-readers to have interest in reading through frequent practice. Utilized short stories and other literacy types as additional instructional materials in reading. Providing simple and short paragraphs, quotations, proverbs as sentences to be read by the slow and non- readers. Teachers Pupils Teachers Pupils Teachers Pupils Teachers Pupils Phil-Iri Materials Suited Reading Materials, Notebooks Suited Reading Materials, Notebooks Suited Reading Materials, Notebooks June 2014 June 2014 - March 2015 June 2014 - March 2015 June 2014 - March 2015 School Fund PTA School Fund School Fund School Fund 95% of the reading levels of the pupils shall have been identified. 100% of the independent readers should have kept their love or reading. 100% of the slow and non-readers shall have been helped by the independent readers in their reading sessions. 95% of the pupils should have improved in their reading abilities. 95% of the pupils’ reading skills have been enhanced through varied activities.
- 2. d. Non-Readers Developthe reading skills of the pupils who belong to non-readers. Use suitable books for beginning reading. Teachers Pupils PTA Reading materials for beginning reading, Notebooks June 2014 - March 2015 School Fund PTA 90% of the slow and non-readers should have been developed their reading skills. 2. Reading Enhancement a. Individual Reading b. Peer Reading c. Group Reading Enhance the reading skills of the students. Holding individual, peer, and group reading activities inside the classroom. Teachers Pupils ABRC Worksheet Variety of Story Books Journals Magazines Newspapers Etc. June 2014 - March 2015 School Fund 95% of the pupils’ reading skills will be enhanced. 3. Language Festival of Activities a. Grades 1-3 Storytelling b. Grades 4-6 Spelling Bee Develop the pupils’ proficiency in reading, writing, speaking, listening, viewing, and related comprehensive language activities. Strengthen the learning experiences of the students by providing them varied. Learning experiences for personality and character development. Conducted varied activities to stimulate the pupils’ reading proficiency in celebration of the National Reading Month School Head Teachers Pupils PTA Contests Pieces Props Costumes November 2014 School Fund PTA Parents 95% of the pupils reading proficiency shall have been stimulated by participating in the different language activities. B. Personal Development Trainings / Seminars / Workshops Improved the teachers’ competency through in-service seminars, workshops, and School Learning Action Cell Participating in the required trainings, seminars, workshops and SLAC Sessions. Teachers Students Manila Papers Pentel Pens Hand Outs Foods June 2014 – March 2015 School Fund Generated Resources 100% of the English and reading teachers should have improved their competency after participating in the training, seminars, workshops, and SLAC Sessions. C. Curriculum Development HOR – Habit of Reading Encourage the pupils to read books, magazines, newspapers and other good reading materials. Providing adequate time for reading. Encouraging the pupils to practice reading at home and visit the library to read the available materials. Teachers Students Librarian Suited Reading Materials, Worksheets, Notebooks June 2014 – March 2015 School Fund 95% of the students shall have been encouraged to read the available materials at home and at the school library.
- 3. D. Physical Development Put upa word wall, mini-library, reading corner in every classroom and available space of each grade level. Close monitoring of the availability, effectiveness, and built-in word wall, mini-library and reading corners in every classroom of each grade level. School Head Teachers Pupils PTA Parents Varieties of reading materials, manipulated reading instructional materials, tables, chairs June 2014 – March 2015 School Fund Generated Resources PTA Parents 95% of the students should have utilized the built-in wall mini- library and reading corners in every classroom of each grade level. E. Special Programs and Projects Improve the reading and comprehension skills of the slow and non-readers. Providing remedial classes and other related activities to the slow and non-readers. Conduct of Summer Intervention Program for the non-readers and slow readers. Teachers Pupils Teachers Pupils Worksheet, reading materials for beginning reading. Worksheet, reading materials for beginning reading. June 2014 – March 2015 April 6 – May 4, 2015 School Fund Generated Resources School Fund 90% of the slow and non-readers should have improved their reading and comprehension skills. 75% of the slow and non-readers should have improved in reading and comprehension. F. Active Collaboration of Teachers and Stakeholders in Remedial Reading (ACT StaRR) Identify partners who can provide time and effort in monitoring, guiding and helping the slow and non-readers to reach a high reading comprehension Establishing and maintaining tie-ups with the stakeholders in the community. Teachers Students Stakeholders Worksheet, reading materials for beginning reading. June 2014 – March 2015 School Fund PTA At least 75% of the stakeholders in the community shall have been involved in the special program. Prepared by: ___________________________ Approved: LINO T. SANCHEZ, Ed. D. EPS-1 Filipino ANDREA L. SEÑADOZA, Ed. D. Division English Coordinator Noted: ___________________________