National Reading Program

1. 2024 IN-SERVICE
TRAINING
Improving Classroom Assessment
MARIVIC G. FABRO
Master Teacher III
RIO G. PILAPIL
Teacher I

2. Terminal Objective:
• Improve reading skills and outcomes for
children and young people across the
country by providing access to high-quality
reading materials and resources, as well as
professional development opportunities for
teachers and other education professionals

3. Enabling Objectives:
• To prepare the environment and learners for the reading
session
• To engage in uninterrupted reading
• To assess progress and target instruction by identifying and
addressing issues in reading
• To consolidate information gained from reading

4. Frequently Asked Questions (FAQs)

5. When will Catch-Up
Fridays be implemented?
All Fridays in January shall be devoted to DEAR.
January 12,
2024 (Kick-off)
• Learners shall be engaged in reading through the Dear.
January 19 &
26, 2024
• Leaners will be engaged in reading through DEAR
• Teachers not assigned as reading facilitators will attend
the training on the implementation of Catch-Up Fridays
January 26,
2024 (Mid-year
break)
• SDOs shall continue orienting teachers on Catch-up
Fridays.
• Learned may be encouraged to continue DEAR at home.

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

7. How will Catch-Up Fridays
be structured?
All Fridays will be designated as Catch-Up Fridays
MORNING AFTERNOON
National Reading
Program (NRP)
Values, Health, and
Peace Education
Homeroom
Guidance Program

8. How will the time allotment
for each learning area be
used?
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.

9. Who will facilitate Catch-
Up Fridays?
Catch-Up Fridays will be facilitated by the same teacher/s whose classes are scheduled on Fridays, as
outlined in the class programs.
This is where the integrative teaching 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, enduring that important
themes are woven into the different subject matters.

10. Sample Class Program for Grade 1 Learners
in the Current K to 12 Curriculum with
Catch-Up Friday for Single Shift

11. Will Catch-Up Fridays be
Graded?
NO, Catch-up Fridays will NOT be
graded. The Primary objective is to
reinforce learning.

12. How will teachers monitor
individual progress on Catch-
Up Fridays?
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.

13. How will the time allotment
for the NRP be utilized?
The time allotment for the NRP shall give
learners opportunities for reading intervention
and reading enhancement through
developmentally appropriate reading
materials.

14. How will Values, Health, and Peace
Education be integrated into Catch-Up
Fridays?
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.

15. What strategies will be
employed during Catch-Up
Fridays?
Various strategies such as Drop Everything
and Read (DEAR), Read-A-Thon and expert-led
fora will be utilized. The implementation will
be dynamic, engaging, and responsive to the
unique needs of learners.

16. How will teachers prepare for
Catch-Up Fridays?
Teachers will engage in collaborative expertise
sessions through Learning Action Cell (LAC) and
other professional development activities to share
effective practices and prepare materials for the
successful implementation of Catch-Up Fridays.

17. Shall stakeholders be engaged
to support Catch-Up Fridays?
Schools are highly encouraged to forge and
strengthen stakeholder engagement to gather
support and ensure the sustainability of
Catch-Up Fridays. Stakeholders may share
their 3 Ts.

18. Who shall primarily be responsible
for supervising the implementation of
Catch-Up Fridays?
The 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 of
schools of its implementation.

19. Outline of the Discussion
1. NRP and the languages
2. NRP Components
3. Assessment
4. Curriculum
5. Delivery
6. Learning Resources

20. The National Reading Program
(NRP)
NRP is an initiative aimed at improving
reading skills and outcomes for children and
young people across the country by providing
access to high-quality reading materials and
resources, as well as professional
development opportunities for teachers and
other education professionals.

21. The NRP
Framework

22. The
Language
Curriculum
Framework

23. Shifting Big Ideas

24. Literacy Focus
KS1
Oracy for literacy is
the ability to use
relevant oral
language elements.
Basic literacy refers
to the skills used for
the initial learning of
reading and writing.
KS2
Critical and applied literacy
refer to the central thinking skill
that involves questioning and
examinations of ideas; the skills
to synthesize, analyse, interpret,
evaluate, and respond to texts;
and the ability to evaluate the
veracity of information and make
connections and judgements of
the relevance of information.
KS3
Multiliteracies refers to
the ability to understand
information and the
design of meaning
through the manipulation
of individual modes:
linguistic meaning, visual
meaning, gestural, tactile,
and spatial meaning.

25. NRP Components
READING
ENHANCEMENT
READING
INTERVENTION

26. NRP Components
READING
ENHANCEMENT
This refers to an activity or set of
activities designed to develop a love for
reading and promote the culture of
reading among learners who have
proficiently mastered the prerequisite
skills for the next reading stage or
grade level.

27. NRP Components
READING
INTERVENTION
This refers to the process of helping
learners who have not attained
proficiency in the prerequisite reading
skills for the next reading stage it
facilitates a platform that helps bridge
the gap in reading.

28. Assessment
CRLA
This 5- to 8-minute standard
rapid assessment tool is
administered twice a year (BoSY
& EoSY) in KS1 to determine
the learner’s reading
performance, assess the
ongoing program, predict
learner achievement, and inform
instruction.
PHIL-IRI
This diagnostic test is
administered for 30 minutes
during the class time to
determine learner’s abilities and
needs in reading in KS2.
See the Phil-IRI Manuala, 2018

29. NRP Decision Tree for KS1

30. NRP KS1 Curriculum
FOR FULL REFERSHER
The Emerging Curriculum focuses on the mastery of Phonological Awareness and
Alphabet Knowledge.
FOR MODERATE REFRESHER
The Developing Curriculum targets Alphabet Knowledge and Phonics Instruction leading
to mastery of Word Recognition.
FOR LIGHT REFRESHER
The Transitioning Curriculum is designed for more complex literacy competencies
focusing on Word and Phrase Reading.

31. Friday Activities for
Intervention
PRE-READING
30 minutes
Activate learner’s prior
knowledge to spark their
interest and motivate them to
read. This first part of the
session is for goal setting as
the learners prepare for the
reading process that shall
help in improving
comprehension and retention
of the text.
DURING READING
120 minutes
Develop learners various
reading skills to improve their
vocabulary, learn new words
and expressions, and
enhance their creativity and
imagination. During this part,
both the teacher and
learners engage in
meaningful and active use of
the language.
POST-READING
30 minutes
Provide the learners
the chance to reflect,
develop deeper
understanding of the
text, and promote the
use of the language
or new learned words
in creative way.

32. Class Options

33. Class Routine Model

34. Routine for Enhancement
PREPARATION
AND
SETTLING IN:
Prepare the
environment and
learners for the
reading session.
DEDICATED
READING TIME
Engage in
uninterrupted
reading.
DEDICATED
READING TIME
Consolidate
information gained
from reading.
PROGRESS MONITORING THROUGH
REFLECTION AND SHARING
To assess progress and target instruction by
identifying and addressing issues in reading;
to provide a meaningful and supportive
relationship with peers; to reflect on and
share reading experiences; and to ensure
continuous monitoring of learner’s progress
by creating an individual development plan
which shall provide opportunities for
feedback, problem-solving, and course
correction.

35. Activities for Enhancement

36. Sample
Class
Program

37. Learning Resources
Regional Offices (ROs) and Schools Division Offices
(SDOs) may utilize reading resources that are available in
their respective schools provided that these materials are
aligned with the overarching competencies indicated in the
lesson guides.
These instructional materials must be learner-centered,
inclusive, developmentally appropriate, relevant,
responsive, research-based, gender and culture-sensitive,
and contextualized.

38. Best NRP Catch-Up Fridays, everyone! Thank you.
Be the light that DepEd
wants you to be.
Doc Carlo Magno