2. OUTLINE OF THE DISCUSSION
1. NRP and the Languages
2. NRP Components
3. Assessment
4. Curriculum
5. Delivery
6. Learning Resources
3. THE NATIONAL READING PROGRAM
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.
7. LITERACY FOCUS
KS1
Oracy for literacy is
the ability to use
relevant oral language
elements.
Basic literacy refers
to theskills used for
the initial learning of
reading and writing.
KS2
Critical and applied literacy
refer to the central thinking
skill that involves questioning
and examination of ideas; the
skills to synthesize, analyze,
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, audio meaning,
gestural, tactile, and
spatial meaning.
9. 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.
10. 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.
11. 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 class time to
determine learners' abilities
and needs in reading in KS2.
See the Phil-JR/ Manual, 2018.
13. NRP KS1 CURRICULUM
FOR FULL
REFRESHER:
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 Word and
Phrase Reading.
14. FRIDAY ACTIVITIES FOR INTERVENTION
PRE-READING
30 minutes
Activate learners' 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 language or
new learned words in
creative way.
17. ROUTINE FOR ENHANCEMENT
PREPARATION AND
SETTLING IN:
Prepare the
environment and
learners for the
reading session.
DEDICATED
READING TIME:
Engage in
uninterrupted
reading.
WRAP UP:
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.
18. ACTIVITIES FOR ENHANCEMENT
FIRST KEY STAGE SECOND KEY STAGE THIRD KEY STAGE
•Sounding out words
•Segmenting onset and
rimes
•Picture-Word Association
•Word Classification
Game
•Asking questions-
who. what, where
•Making Predictions
•!Reading Aloud
•Repeat after Me
•Picture Reading
•Talking Pictures
•Choral Reading
•Partner Reading
•Find the Synonym
•Dialogic Reading
•Take- Turns Reading
•Summarize the Text
•Book reports
•Review the Book
•Extend the Story
•Reading Aloud
•Silent Sustained Reading
•Book Club
•Reading Journals
•Author Study
•Reading Response
Project
•Silent Sustained Reading
•Reading Challenges
•Literature Circles
•Reading Aloud
•Genre Exploration
•Independent Reading
•Projects
19. 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.
