Catch up friday can use to remediate some struggling learners in reading

1. Republic of the Philippines
Department of Education
Region __
SCHOOLS DIVISION OFFICE OF ___________________
Action Plan on Reading Remediation CATCH UP FRIDAY READING
Phases of the Action
Plan
Goals/
Objectives
Activities/
Strategies
Persons involved Resources Needed Time frame Success Indicator
1. Orientation and
Evaluation
1. To administer an
in-depth admissions
test that is oral.
2. To give parents
1. Choose and
identify the
students who
will be enrolled
in a remedial
reading class.
2.
Communicatio
n letters and
other mode of
communication
Principal, Grade
Teacher, and
Adviser
Principal, Grade
MOOE Year-round 85% of the students’
reading proficiency must
have been identified.
The 90 % participation of
the parents all throughout

2. and students a
background on
remedial reading and
an overview in order
to foster and promote
their children's love of
reading.
will be used for
the
communication
and during
orientation
phase
.
Teacher, and
Parents
MOOE the program
2. Conduct 1. To determine the
pupils' reading level
by administering a
Pre-Test
2. Students' reading
competence will be
increased and
improved via the use
of engaging
exercises.
1. Pre-Test is
used to assess
a student's
reading level.
2. Reading
Assimilation
Interventions
include the I
Love Reading
Program, A
Page A Day,
Class adviser,
teacher, and
students
Class adviser,
parents, and
students
Pre-Test
Questionnaire
Phil-iri Materials
-Oral reading of the
story
-Answering of
comprehension
question
a. Basic Sight words
flash on the wide
screen
b. Printed story
materials
c. SRA kit and power
Reading Diagnosis Reports
and Student Profiles
Students' full involvement
and parental cooperation
are required.

3. 3. To improve reading
skills and instill in
children a sense of
personal
responsibility for their
own success.
4. To increase
parental and guardian
support and
cooperation with the
reading program.
the Marungko
Approach, and
synchronized
online reading
3. Reading
every day
under the
supervision of
parents,
guardians, or
households.
At home,
providing and
using printed
short stories
and other
literacy-related
teaching
resources, as
well as
recorded video
and audio
Students, class
adviser, and
parents,
guardians, or
households
Class Adviser,
students, and
parents
builders
d. reading materials
and story power point
presentation
Appropriate reading
resources, instructional
video materials, DRP-
Developing Reading
Power, and Evaluated
reading materials are all
examples of
appropriate reading
materials.
Reading books, short
stories, and other
literacy resources, as
well as audio and video
recordings of reading
materials
Through a variety of
exercises, 100% of the
students' reading abilities
have improved.
Students' full involvement
and parental cooperation
are required.

4. reading
materials.
3. Final Evaluation To evaluate the
improvement of the
student’s reading
proficiency
Evaluation of
student’s
reading level
and
comprehensio
n
Class adviser and
students
Experts examined the
materials for the
reading test.
Oral and written reading
tests were administered
after the post-test.
Report on Mean and
proficiency level
Prepared by: Noted:
_____________________________ ____________________________
Teacher II
Approved:
___________________________________
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