Catch-Up-Fridays.pdf friday catch up for kids

CATCH UP
FRIDAYS
DepEd Memorandum No. 001 s. 2024
Orientation on
THE IMPLEMENTATION

CATCH UP
FRIDAYS
GRACE MANALO ECHECHE
DepEd Memorandum No. 001 s. 2024
Orientation on
THE IMPLEMENTATION

Today’s Target
DepEd Memo No. 001 s 2024
National Reading Program on
Catch-Up Friday
Values Education
Health Education
Peace Education
01
02
03
04
05

DepEd Memo No. 001 s. 2024
DepEd Memorandum No. 001, s. 2024- Implementation of Catch-Up Fridays SCHOOLS DIVISION OF ZAMBALES

What is the purpose of
Catch-Up Fridays is implemented to help
address learning gaps and reinforce
foundational, social and relevant skills
necessary to successfully implement the
basic education curriculum. It aligns with
the National Learning Recovery Program
and focuses on the National Reading
Program, Values, Health and Peace
Education.
Catch-Up Fridays

When will Catch-Up Fridays
Catch-Up Fridays will begin on January 12, 2024,
and will be implemented across elementary and
secondary schools and community learning
centers nationwide.
All Fridays in January shall be devoted to DEAR.
On January 19 and 26, while learners will be
engaged in reading through DEAR, the teachers
not assigned as reading facilitators will attend the
training on the implementation of Catch-Up
Fridays. On January 26, Schools shall be conduct
LAC on Catch-Up Program and encourage to
continue DEAR at home.
be implemented?

What more do we expect to
It shall also be used as a venue to
gather feedback from field
implementers on the guidelines of
Catch-Up Fridays.
be happening during
Fridays in January?

How will Catch-Up Fridays
All Fridays will be designated as Catch-
Up Fridays, with the first half of the
day on the National Reading Program
and the second half on Values, Health
and Peace Education. The Homeroom
Guidance Program will also be
included.
be structured?

How will Catch-Up Fridays
The time allotment for each learning
area on a Friday shall be used to
enhance learners’ knowledge and
skills in and appreciation of reading,
values, health and peace education.
be structured?

Who will facilitate Catch-Up
Catch-Up Fridays will be facilitated by the same
teacher/s whose classes are schedules on
Fridays, as outlined in the class programs. This
is where integrative teaching will come in. The
assigned teacher will have to integrate the
themes/subthemes for Values, Health, or Peace
Education into their assigned learning area.
This approach fosters a cohesive and
interconnected learning experience, ensuring
that important themes are woven into the
different subject matters.
Fridays?

How will teachers monitor
Learners’ progress will be monitored through
Reflection Journals, where they can articulate
their thoughts through writing, stories,
journals, personal essays, and other creative
expressions that reflect their unique learning
experiences.
Individual progress on
Catch-Up Fridays?

How will Values, Health and
An integrative approach will be employed,
using content from various learning areas for
developing reading skills and fostering an
understanding of values, health, and peace-
related concepts. Monthly themes and
subthemes aligned with the basic education
curricular framework will guide these
integrations.
Peace Education be
Integrated into Catch-Up
Fridays?

Implementation of
1. The Department of Education (DepEd) remains steadfast
in its commitment to delivering quality, relevant, inclusive, and
responsive basic education. This commitment is further
strengthened by the present administration’s Eight-Point
Socioeconomic Agenda and the MATATAG Education
Agenda to produce competent, job-ready, active, and
responsible citizens, equipped with essential
competencies and skills for lifelong learning.
2. The Department’s current initiatives provide
opportunities to enhance learners’ academic performance,
particularly the low proficiency levels in reading based on
national and international large-scale assessments.
These assessment results necessitate prompt attention to
address learning gaps and strengthen the reading
proficiency of every learner.
Catch-Up Fridays

Implementation of
3. Similarly, to bolster the basic education priorities articulated in the
MATATAG Agenda and accelerate the achievement of education targets as
stipulated in DepEd Order (DO) No. 013, s. 2023 titled Adoption of the
National Learning Recovery Program (NLRP), there is a need to intensify
Values, Health, and Peace Education. Values Education remains a priority in
compliance with Republic Act (RA) No. 11476, Good Manners and Right
Conduct (GMRC) and Values Education Act, which recognizes the vital
role of the youth in nation-building. The urgency for Peace Education is a
prompt response to the 2022 Program for International Student Assessment
(PISA) results which reveal that bullying remains a pervasive problem in
public schools and the need for Filipino learners as global citizens to
acquire and strengthen peace competencies allowing them to become peace
builders and advocates in their respective communities, while Health
Education demands stronger advocacy to ensure the overall health and well-
being of learners.
Catch-Up Fridays

Implementation of
4. In light of these considerations, DepEd shall implement Catch-
up Fridays beginning January 12, 2024, across elementary and
secondary schools and community learning centers (CLCs) nationwide.
All Fridays of January 2024 shall be dedicated to the “Drop Everything
and Read” (DEAR) activity and orientation for field officials. It shall also
be used as a venue to gather feedback from field implementers on the
guidelines of Catch-up Fridays.
5. Catch-up Fridays is a learning mechanism intended to strengthen the
foundational, social, and other relevant skills necessary to actualize the
intent of the basic education curriculum. This initiative is integral in the
National Reading and Mathematics Programs which are critical subprograms
of the NLRP stipulated in DO O 13, s. 2023.
Catch-Up Fridays

Implementation of
6. All Fridays throughout the school year shall be designated as Catch-up
Fridays, with a focus on operationalizing the National Reading Program
(NRP) during the first half of the day's schedule and on fostering Values,
Health, and Peace Education for the second half. Additionally, the
Homeroom Guidance Program (HGP) shall also be included in the Catch-up
Fridays
7. The time allotment for each learning area on a Friday shall be used
to enhance learners' knowledge and skills in and appreciation of
reading, values, health, and peace education. A Sample Class Program
for Grade 1 Learners in the Current K to 12 Curriculum with Catch-up
Friday for Single Shift is provided as Enclosure No. 1.
Catch-Up Fridays

Implementation of
Time
Thursday
(Actual Class Schedule)
Friday
(Follow Actual Schedule)
7:30 – 8:30 Filipino Reading Activities
(Intervention and Enhancement)
8:30 – 9:30 English
9:30 – 9:45 HEALTH BREAK
9:45 – 10:45 Math
10:45 – 11:45 Science
LUNCHBREAK
1:00 – 2:00 AP / SPA Health Education
2:00 – 3:00 TLE Peace Education
3:00 – 4:00 MAPEH Values Education
4:00 – 5:00 ESP/Specializations Collaborative Expertise
Catch-Up Fridays

Implementation of
8. Values, Health, and Peace Education shall revolve around monthly
themes/subthemes based on the basic education curricular framework
and standards. While teachers shall be given the prerogative to narrow
down or devise additional subthemes, alignment with the quarterly
themes is essential.
Catch-Up Fridays

Implementation of
9. Teachers shall employ an integrative approach to teaching. For
example, the content of any learning area can be used as a springboard
for developing the reading skills of learners- Health themes can be
integrated into Science to foster a deeper understanding of health-
related concepts. Peace Education themes can be integrated into
technology and Livelihood Education (TLE) to allow leaders to explore
how technology can be used for conflict resolution, communication,
and community building. Enclosure No. 3 provides the quarterly
themes and subthemes while Enclosure Nos. 4, 5, and 6 indicate the
suggested strategies for Values, Health, and Peace Education,
respectively.
Catch-Up Fridays

Implementation of
10. Catch-up Fridays shall not be graded. Since its main objective is to
reinforce learning, individual progress shall be monitored through the
learner's Reflection Journal, compiling reading experiences, leanings,
and appreciation of Values, Health, and Peace Education. Learners may
also articulate their thoughts through various forms of writing, such as
stories, journals, personal essays, and other forms of creative
expression that reflect their unique learning experiences.
11. The time allotment for the NRP shall give learners opportunities for
reading intervention and reading enhancement through
developmentally appropriate reading materials. Enclosure No. 2
provides the Suggested Strategies for Reading.
Catch-Up Fridays

Implementation of
12. Various strategies shall be employed by schools to implement
Catch-up Fridays, including Drop Everything and Read (DEAR), Read-
A-Thon, fora, and invitation of resource persons.
13. Teachers shall engage in collaborative expertise sessions through
Learning Action Cells (LAC) and other professional development
activities to share effective practices and prepare materials together
for the effective implementation of Catch-up Fridays.
14. Schools are highly encouraged to forge and strengthen stakeholder
engagement to gather support and ensure the sustainability of Catch-
up Fridays.
Catch-Up Fridays

Implementation of
15. School heads shall be primarily responsible for supervising
the implementation of Catch-up Fridays. The Curriculum and
Learning Management Division (CLMD) and Curriculum
Implementation Division (CID) shall collaborate to ensure compliance.
16. Quarterly reports from the regional offices shall be submitted to
the DepEd Central Office, Curriculum and Teaching (CT) Strand,
through the Bureau of Learning Delivery (BLD) for assessment and
evaluation of the program.
*Schools shall submit their weekly report to the District Office.
*Schools shall designate a School Focal Person on Catch-Up Friday
Catch-Up Fridays

Thank you for
attentive listening!

National
Reading
Program
National Reading Program on Catch-Up Fridays SCHOOLS DIVISION OF ZAMBALES
on Catch-Up Fridays
Presented by Ayette Ferriols

Outline of the Discussion
NRP and the Languages
National Reading Program
Components
Assessment
Curriculum
Delivery
01
02
03
04
05
Learning Resources
06

SDO ZAMBALES
Catch-Up Fridays
Repository of
Reading Materials
www.bit.ly/Catch-Up-
Fridays-ReadingMaterials

OPEN
FORUM

Peace
Education
on Catch-Up Fridays

Values
Education
on Catch-Up Fridays

Health
Education
on Catch-Up Fridays

01 Reading Closely and Making Logical Inferences
Reading Closely and Analyzing Text
Close Reading Strategies
• Look for patterns, repetitions,
or contrasts that might
provide clues to the author's
intentions.
Identify key details
and evidence
• Pay attention to specific
words, phrases, or descriptions
that carry significant meaning
or symbolism.
• Consider the emotions conveyed
by the author's language and
how they contribute to the
overall message.
Author's tone and
word choice
• Analyze the connotations of
certain words and their impact
on the text's meaning.

Making Logical Inferences
Making logical inferences from the text is a crucial skill that helps us go beyond
what is explicitly stated and uncover deeper meanings and insights. Here's why
making logical inferences is important:
Making logical inferences
allows us to uncover
deeper meanings,
intentions, and underlying
ideas that contribute to
a more comprehensive
understanding of the
text.
cultivates our ability to
evaluate information,
consider different
perspectives, and develop
a deeper understanding
of the text and its
implications.
fills in gaps in our
understanding and helps
us make sense of
complex information. It
enables us to connect
different parts of the
text and interpret
implicit clues.
01 02 03

Inference-Making Strategies
• Analyze the characters' actions,
dialogue, and interactions to
discern their underlying
intentions or desires.
Infer characters'
thoughts and feelings
• Consider their background,
relationships, and experiences to
make inferences about their
behavior.
• Reflect on why the author
might have written the text
and the perspective they bring
to the subject matter.
Author's purpose and
point of view
• Analyze how the author's
beliefs or biases might influence
the message conveyed in the
text.

Central Ideas or
Themes in a Text
Central ideas or themes refer to the main
concepts, messages, or recurring topics explored in a
text. They represent the underlying meaning or
purpose of the work and provide a unifying focus
throughout the narrative, poem, or play.
Central ideas or themes often transcend specific
characters, events, or settings and offer broader
insights into the human condition, society, or the
author's perspective on a particular subject.
DepEd Memorandum No. 001, s. 2024- Implementation of Catch-Up Fridays

02 Citing Specific Textual Evidence in a Text
Significance of Citing Evidence
By referencing specific examples,
quotes, or descriptions from the
text, we show that our
interpretations are rooted in the
text itself, making our arguments
more credible and persuasive.
Establishing
Credibility
When we cite textual evidence, we
demonstrate that our conclusions
are not based on unsupported
claims.
It demonstrates that we have
thoroughly read and understood
the text, as we are able to
identify and reference relevant
passages or details that support
our conclusions.
Demonstrating
Engagement
Citing textual evidence showcases
our engagement with the text
and our ability to comprehend and
analyze its content.

Significance of Citing Evidence
Strengthening Logical
Reasoning
By sharing specific passages or
quotes, we invite others to
engage with the text and explore
different interpretations. It fosters
a shared understanding and
encourages critical thinking among
peers.
Dialogue and
Collaboration
Citing textual evidence opens up
opportunities for meaningful
discussions and collaborative
learning.
It shows that we have examined
the text critically, identified
patterns or connections, and
selected evidence that directly
supports our claims. We provide a
solid foundation for our reasoning
and make our arguments more
persuasive.
Citing textual evidence adds a
layer of logical reasoning to our
arguments.

Types of Textual Evidence
Use the author's exact
words or rephrase them
accurately to support
your points.
Direct quotes provide
strong evidence when
the wording is essential
or when analyzing
specific literary
techniques.
Direct Quotes
Refer to how
characters are described
to support your
interpretations of their
motivations or traits.
These details provide
insight into character
development and
contribute to the
overall meaning of the
text.
Descriptions
Cite data, statistics, or
facts from the text to
support arguments or
claims related to non-
fiction or informative
texts.
These pieces of evidence
lend credibility and
reinforce logical
reasoning.
Facts

Example of Proper Citing
• Example 1: "The sun rose slowly, casting
a golden glow over the tranquil meadow"
(Aguado, 23).
Citing Direct Quotes
• Example 2: According to the character's
dialogue, "I can't believe this is
happening" (Dubois, 45).
When citing direct quotes, you reproduce the
exact words or phrases as they appear in
the original text, encapsulated within
quotation marks.

• Example 1: The author highlights the
serene beauty of the meadow as the
sun ascends, creating a warm and radiant
atmosphere (Aguado, 23).
Paraphrasing
• Example 2: In the his words, there is a
sense of disbelief at the unfolding events
(Dubois, 45).
Paraphrasing is the act of restating
information, ideas, or passages from a
source using your own words while maintaining
the original meaning.

• Example 1: The description of the sunset in
the meadow sets a peaceful tone (Aguado,
23). This supports the theme of finding
solace in nature.
Connecting the Cited Evidence
to your Argument
• Example 2: The character's exclamation
reflects their emotional state and
underscores the shocking nature of the
situation (Dubois, 45). This highlights the
theme of unexpected challenges in life.

03 Determining Central Ideas or Themes in a
Text
Explicit Theme
Explicit central ideas or
themes are directly stated
or clearly expressed within
the text. They are overt
and easily recognizable, as
the author explicitly presents
them through specific
statements, dialogue, or
recurring motifs.
Explicit central ideas/themes
are readily apparent to the
reader and do not require
extensive analysis or
inference.
Implicit Theme
Implicit central ideas or
themes are not explicitly
stated in the text but
rather implied or suggested.
They require the reader to
make inferences and read
between the lines to uncover
the deeper meaning.
Implicit central ideas/themes
may be hinted at through
subtle clues, character
actions, symbolism, or subtext.

04 Analyzing the Development of Central Ideas
or Themes
Identifying Central Ideas/Themes
Identify the primary
challenge that drives
the narrative or the
main argument in non-
fiction texts.
Consider how the
characters or ideas
interact with this
central conflict.
Examining Conflict
Look for recurring
symbols, images, or
motifs that appear
throughout the text.
Consider their significance
and how they contribute
to the overall meaning
or message.
Motifs and Symbols
Pay attention to how
characters change, grow,
or develop throughout
the text.
Analyze how these
character arcs relate
to the central ideas or
themes being explored.
Transformations

05 Summarizing Key Supporting Details and
Ideas
Textual Evidence
Summarizing is the process of condensing a longer
piece of text, such as an article, story, or essay,
into a shorter version that captures the main
points and key ideas.
It involves extracting the essential information from
the original text and presenting it in a concise and
coherent manner. Summarizing requires careful reading,
comprehension, and the ability to identify the most
important elements of the text.
By summarizing, you effectively distill the text to
its core elements, allowing others to grasp the main
ideas without having to read the entire piece.

Ideas
Purpose of Summarizing
Summarizing allows us to condense lengthy or complex
texts into a more manageable form. By selecting the
most relevant and significant details, we create a
concise summary that captures the essence of the
original text.
Condensing Information
Summarizing requires a deep understanding of the text
and its key elements. When we summarize, we actively
engage with the material, identify the main ideas, and
differentiate them from minor or supporting details.
Enhancing Comprehension

Ideas
Purpose of Summarizing
Summarizing helps us identify the central ideas or
themes that run throughout a text. By summarizing,
we gain a broader perspective on the overall message
or purpose of the text, recognizing the recurring
motifs or concepts that contribute to its meaning.
Identifying Central Ideas and Themes
Summarizing serves as a valuable study tool. When we
summarize a text, we create a condensed version
that we can easily refer back to for review and
reinforcement.
Reviewing and Retaining Information

Ideas
What is an Effective Summary?
Effective summaries are concise, presenting the main points and key details of
a text in a brief and condensed form. Unnecessary repetition, tangential
information, and minor details are omitted to focus on the essential elements
of the original text.
An effective summary is concise.
Effective summaries are clear and easy to understand. They use clear and
straightforward language to convey the main ideas without ambiguity. The
summary should be accessible to readers who may not have read the original
text, providing a clear overview of the content.
An effective summary is clear.

Ideas
What is an Effective Summary?
Effective summaries maintain an objective tone, presenting the information in a
neutral and unbiased manner. Personal opinions or interpretations are avoided,
and the focus is on conveying the main ideas of the text without adding
personal biases or perspectives.
An effective summary maintains objective tone.
Effective summaries accurately represent the main points and key details of
the original text. They capture the core meaning, central ideas, and important
supporting evidence while maintaining the integrity of the original author's work.
An effective summary is accurate.

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