1

Republic of the Philippines

Department of Education
REGION XI
DIVISION OF DAVAO DEL SUR

ACTION PLAN IN READING

Oplan Basa
May to August 2020
Rationale:

Pursuant to DepEd Memorandum No. 173, s. 2019, signed by Secretary Leonor Briones; all DepEd Personnel are mandated to strengthen the “Every
Child A Reader Program” under the 3Bs initiative: “Bawat Bata Bumasa” program. Appertaining to this directive, Secretary Briones instructed everyone to
intensify the advocacy for reading at the classroom-base through the renewed commitment of every teacher to make every child a reader at his/her grade
level.
Conversely, DM-CI-2019-00371 of the Office of Hon. Diosdado M. San Antonio, Undersecretary for Curriculum and Instruction, emphasized the need for
strengthened advocacy for literacy. This must focus on reading development as a potent tool for learning across the curriculum.
In response to this mandate, the Office of the Curriculum Implementation Division in this Division launched the “Oplan Basa” to promote a reading
culture in every classroom at all levels. This prerogative is seen as a key step towards strengthened classroom-based reading implementation.
On the other hand, literacy advocacy had been a challenge for all teachers in Davao Del Sur this School Year 2019-2020. While the teachers’ role is to
embed reading skills among learners, there were students who lagged behind. This is attributed to many reasons, as follows:
- Poor attendance: The series of earthquake hit Davao del Sur, in October 2019 – December 2019 most students were traumatized, understandably,
they choose to stay home. This was the scenario until December 2019
- Uncomfortable Cramped TLS: In January 2020, students were housed in temporary learning shelters (TLS). They were cramped and crowded in
small learning spaces which brought discomfort, hence, learning delivery was unsatisfactory.
- Social Distancing Mandate: In mid-February, 2020, the world was hit with the COVID pandemic. Social distancing was mandated, most students in the
elementary came in trickles, class attendance decreased.
- Enhanced community quarantine (ECQ): In March 2020 ECQ was enforced. Only teachers and school heads reported to school.

Cognizant of this obstacles, the Curriculum Implementation Division (CID Office) personnel gathered together inorder to design appropriate
interventions, and provide assistance and support to all types of learners in the fundamentals of reading development.
 2

OBJECTIVES ACTIVITIES/ STRATEGIES PERSONS TIME RESOURCES SOURCE SUCCESS INDICATORS

INVOLVED FRAME NEEDED OF FUND
Planning Phase I. PRELIMINARY ACTIVITIES
1. Preparation of the plan of -SDS April,  Office  Divisio  Crafted the Action Plan in Reading noted
Plan activities for Reading -ASDS 2020 Supplies n by the CID Chief and approved by the
Disseminate Interventions -EPSs MOOE SDS for division wide utilization and
Information allocated 100% to all schools in the 15
Districts.
2. Orientation of the PSDSs, Teachers, May 4,  Office  Divisio  Oriented 100% of the PDSDs and Reading
SHs and Teachers on the Reading 2020 Supplies n Coordinators on the rigors of the Reading
Reading Intervention Plan Coor., SHs &  Sound MOOE Intervention Plan and downloaded the
PSDSs, EPSs, System  District same to the 100% of the SHs and
ASDS &SDS MOOE Teachers.
3. Collaboration and SHs, PSDSs, May 5-  Office  School  100% of the School Heads created
Networking with Local EPSs, ASDS 6, 2020 Supplies MOOE network with the Local Government Unit
Officials for program &SDS for support for a viable reading intervention
implementation support. implementation in their respective areas of
responsibility.
4. Information dissemination Teachers, May 7-  Office  School  100% of the School Heads and Teachers
to parents and other Reading 8, 2020 Supplies MOOE instigated the information dissemination to
stakeholders Coor., SHs & parents of the identified learners and other
PSDSs stakeholders involved in their respective
areas of responsibility.
B. Identify the 1. Locate and Contact the identified Teachers, May 4-  Office  School  100% of the schools in the 15 Districts
learner’s reading Non-Readers Reading 8, 2020 Supplies MOOE prepared the list of NRs and FRs who will
level for Reading and Frustration Readers and cluster Coor., SHs & be under the Reading Intervention
Intervention. them for remedial reading and PSDSs Program.
home-based reading intervention
from Grades 1to7.

Preparatory II. LEARNING AND DEVELOPMENT FOR TEACHERS

Phase
A. A. Conduct 1. Webinar/Face to Face Seminar- Reading May 11,  Office  Divisio  Oriented 100% of the Reading
orientation-seminar Workshop on Early Reading Coordinators; 2020 Supplies n Coordinators; SHs, PSDSs, on the
on Early Reading Development using the Explicit SHs, PSDSs,  IT MOOE utilization of the Learning to Read Package
Development Phonics Instruction. &EPSs Equipment  School for the Non-Readers and Frustration
using the Explicit MOOE Readers to be downloaded to their co-
Phonics teachers in their respective schools.
Instruction.
2. Reading Materials Teachers, May 12-  School  School  100% of the schools in the 15 Districts
 3

Development and Enhancement Reading 15, Supplies  MOOE developed and enhanced the reading
for the Learning to Read Coor., 2020  Printers materials ready for the implementation of
Package SHs & PSDSs  Laminators the Learning to Read Package.

3. Conduct monitoring and School Heads, May 15,  Office  School/  100% of the School Heads in the 15
evaluation and submit progress PSDSs & 2020 Supplies District/ District conducted the monitoring and
report on the readiness of the EPSs Divisio evaluation on the readiness of the
implementation of the Reading n Reading Intervention Program and
Implementation Plan. MOOE submitted progress report to the DO and to
the SDO.
B. B. Conduct re- 1. Webinar/Face to Face Seminar- Teachers, May 18,  Office  Divisio  Re-oriented 100% of the Reading
orientation on Workshop for Reading Reading 2020 Supplies n Coordinators; SHs; District Heads; using
teaching reading coordinators, SHs and District Coor., SHs,  IT MOOE the Explicit Teaching Approach and
using the Explicit Heads using the Explicit PSDSs, Equipment  School downloaded the same to their co-teachers
Teaching Teaching Approach guided with &EPSs MOOE in their respective schools.
Approach. the ELLN principles.
2. Categorize developmentally Teachers, May 19-  School  School  100% of the schools in the 15 Districts
appropriate materials for Reading 22, Supplies MOOE categorized the teachers’ developed
teaching reading Coor., 2020  Printers developmentally appropriate reading
SHs & PSDSs  Laminators materials for teaching reading.

3. Conduct monitoring and School Heads, May 22,  Office  School/  100% of the School Heads in the 15
evaluation and submit progress PSDSs & 2020 Supplies District/ District conducted the monitoring and
report on the implementation of EPSs Divisio evaluation on the conduct of the Reading
the Reading Implementation n Intervention Program and submitted
Plan. MOOE progress report to the DO and to the SDO.
C. C. Conduct 1. Webinar/Face to Face Seminar- Teachers, May 25,  Office  Divisio  Re-oriented 100% of the Reading
orientation-seminar Workshop for reading teachers Reading 2020 Supplies n Coordinators on teaching reading using
on teaching reading on teaching reading using the Coor., SHs,  IT MOOE the Differentiated Instruction and cascaded
using the Differentiated Instruction PSDSs, Equipment  School the same to their co-teachers in their
Differentiated during a regular Class guided &EPSs MOOE respective schools.
Instruction during with the ELLN principles.
a Regular Reading
Class. 2. Production of reading Teachers, May 26-  School  School  100% of the schools in the 15 Districts
materials suitable for the Reading 29, Supplies MOOE developed reading materials suitable to the
approach and development of Coor., 2020  Printers approach ready for the implementation of
appropriate assessments. SHs & PSDSs  Laminators the reading interventions.

3. Conduct monitoring and School Heads, May 29,  Office  School/  100% of the School Heads in the 15
evaluation and submit progress PSDSs & 2020 Supplies District/ District conducted the monitoring and
report on the implementation of EPSs Divisio evaluation on the conduct of the Reading
the Reading Implementation n Intervention Program and submitted
 4

Plan. MOOE progress report to the DO and to the SDO.

D. Conduct 1. Webinar/Face to Face Teachers, June 1,  Office  Divisio  Re-Oriented 100% of the Reading
orientation-seminar Seminar-Workshop for Reading 2020 Supplies n Coordinators on the utilization of the
for reading reading teachers on Coor., SHs,  IT MOOE MAGBASA TA in MTB and READING
teachers on teaching beginning PSDSs, Equipment  School LADDER for struggling learners in different
teaching beginning reading using the MAGBASA TA &EPSs  MOOE reading level and cascaded the same to
reading utilizing the in MTB and READING LADDER their co-teachers in their respective
MAGBASA TA in Module schools.
MTB and 2. Reproduction of the the Teachers, June 2-  School  School  100% of the schools in the 15 Districts
READING MAGBASA TA in MTB and Reading 5, 2020 Supplies  MOOE shall have reproduced the MAGBASA TA
LADDER Module READING LADDER Module Coor.,  Printers in MTB and READING LADDER Module
SHs & PSDSs  Laminators ready for the implementation of the reading
interventions to struggling readers
3. Conduct monitoring and evaluation School Heads, June 5,  Office  School/  100% of the School Heads in the 15
and submit progress report on the PSDSs & 2020 Supplies District/ District conducted the monitoring and
implementation of the Reading EPSs Divisio evaluation on the conduct of the Reading
Implementation Plan. n Intervention Program and submitted
MOOE progress report to the DO and to the SDO.

Implementation III. IMPLEMENTATION OF THE READING INTERVENTION

Phase
A. Enforce drills on 1. Name the members of the family Teachers, June 8,  Pocket  School  95%-100% of the learners under the
Oral Language as 2. Enumerate the days of the week Reading 2020 Charts MOOE Reading Intervention Program recited with
foundation to 3. Recite the months of the year Coor., SHs,  Concept confidence the common words they
learning to read to 4. Tell the different colors PSDSs, EPSs Diagnosis already learned at home, school and
expand vocabulary 5. State the different shapes & Charts community.
and increase 6. Identify the things around Learners  Flashcards
complexity of the 7. Say the courteous expressions  Pictures
language structures 8. Sing songs about things, animals,  TV
Gr 1 – MTB etc.  DVD Player
Gr 2 - Filipino 9. Watch video and follow poems,
Gr 3 - English rhymes, and songs.
A. B. Conduct casual 1. Detecting Rhymes Teachers, June 9-  Activity  School  95%-100% of the learners under the
assessment and 2. Syllable Tapping Test Reading 10, Sheets MOOE Reading Intervention Program mastered
drills on 3. Matching Initial Sounds Coor., SHs, 2020  TV phonemes.
Phonological 4. Phoneme Tapping Test PSDSs, EPSs  DVD Player
Awareness. 5. Comparing Word Lengths &
B. 6. Representing Phonemes with Learners
Gr 1 – MTB Letters
Gr 2 - Filipino 7. Watch instructional video on
C. Gr 3 - English phonological awareness.
D. C. Conduct formal 1. Conduct assessment on letter Teachers, June  Flashcards  School  100% of the schools in the 15 Districts
 5

assessment of recognition. Reading 11-12,  Recording MOOE conducted the assessment on letter names
learners on 2. Watch video and follow the letter Coor., SHs, 2020 Sheets and letter sounds individually to all
Phonics by naming and sounding exercise PSDSs, EPSs  Activity identified NR and FR.
recognizing the & Sheets  Reviewed, several times with the teacher
relationships Learners  TV and reading facilitator, the names and
between letters and  DVD Player sounds of all the letters.
sounds and
conduct drills on it.
E. 3. Conduct monitoring and evaluation School Heads, June 12,  Office  School/  100% of the School Heads in the 15
and submit progress report on the PSDSs & 2020 Supplies District/ District conducted the monitoring and
implementation of the Reading EPSs Divisio evaluation on the conduct of the Reading
Implementation Plan. n Intervention Program and submitted
MOOE progress report to the DO and to the SDO.
F. D. Employ the 1.Conduct the Learning to Read Teachers, June  Flashcards  School  95%-100% of the learners under the
Learning to Read Package using the “Magbasa Ta” Reading 15-16,  Activity MOOE Reading Intervention Program mastered
Package anchored Reading Kit Coor., SHs, 2020 Sheets the sounding of /m/ /a/ sounds
from the “Magbasa /m/; /a/ PSDSs, EPSs Ma -is
Ta” Reading Kit & Ma -ni
using the Explicit Learners Ma -ta
Phonics 2. Conduct the Learning to Read Teachers, June  Flashcards  School  95%-100% of the learners under the
Instruction. Package using “Magbasa Ta” Reading 17-18,  Activity MOOE Reading Intervention Program mastered
Reading Kit Coor., SHs, 2020 Sheets the sounding of the letters /t/ & /e/
/t/ PSDSs, EPSs Te -la
/e/ & Te - ma
Learners 
3. Conduct the Learning to Read Teachers, June  Flashcards  School  95%-100% of the learners under the
Package using the Magbasa Ta” Reading 19,22,  Activity MOOE Reading Intervention Program mastered
Reading Kit Coor., SHs, 2020 Sheets the sounding of the letter /y/ /s/ integrating
/y/ PSDSs, EPSs the vowels /a/ & /e/
/s/ & Ye -ma
Learners Sa -pa
4.Conduct the Learning to Read Teachers, June  Flashcards  School  95%-100% of the learners under the
Package using the Magbasa Ta” Reading 23-24,  Activity MOOE Reading Intervention Program mastered
Reading Kit Coor., SHs, 2020 Sheets the sounding of letters /k/ /n/ 7 /i/
/k/ PSDSs, EPSs Ki – lo
/n/ & Ni -pa
Integrating the vowel /i/ Learners
5. Conduct Learning to Read School Heads, June 24,  Office  School/  95%-100% of the learners under the
Package using the Magbasa Ta” PSDSs & 2020 Supplies District/ Reading Intervention Program mastered
Reading Kit EPSs Divisio the sounding of letters /l/ /p/ /o/
/l/ n
/p/ MOOE Lo -bo
 6

Integrating the vowel /o/ Po -lo

6. Conduct Learning to Read School Heads, June 25  Office  School/  95%-100% of the learners under the
Package using the Magbasa Ta” PSDSs & -26, Supplies District/ Reading Intervention Program mastered
Reading Kit EPSs 2020 Divisio the sounding of letters /b/ /g/ /u/
/b/ n
/g/ MOOE Bu- lak
Integrating the vowel /u/ Gu -ba

7. Conduct Learning to Read School Heads, June  Office  School/  95%-100% of the learners under the
Package using the Magbasa Ta” PSDSs & 29-30, Supplies District/ Reading Intervention Program mastered
Reading Kit EPSs 2020 Divisio the sounding of letters /d/ /h/
/d/ n
/h/ MOOE Da - hon
Integrating the vowel /u/ Ha - pin

8. Conduct Learning to Read School Heads, July 1-2,  Office  School/  95%-100% of the learners under the
Package using the Magbasa Ta” PSDSs & 2020 Supplies District/ Reading Intervention Program mastered
Reading Kit EPSs Divisio the sounding of letters /w/ /r/
/w/ n
/r/ MOOE wa - lo
Integrating any vowels re - lo

9. Conduct Learning to Read School Heads, July 3,  Office  School/  95%-100% of the learners under the
Package using the Magbasa Ta” PSDSs & 2020 Supplies District/ Reading Intervention Program mastered
Reading Kit EPSs Divisio the sounding of letters /ng/
/ng/ n Nga – lan
MOOE Ngi -pon
Integrating any vowels


E.Conduct reading 1. Reading phonograms or letter Teachers, July 6,  Flashcards  School  95%-100% of the learners under the
drills on word /letters that form the individual Reading 2020  Activity MOOE Reading Intervention Program mastered
recognition and sounds that are heard in words Coor., SHs, Sheets the phonograms.
Vocabulary or 2. Watch video and follow PSDSs, EPSs  TV  Read words in different word families.
meaning of the pronunciation drills. &  DVD Player
word. Learners
3. Reading consonant digraph or a Teachers, July 7,  Flashcards  School  95%-100% of the learners under the
combination of two consonant letters Reading 2020  Activity MOOE Reading Intervention Program mastered
that form a single consonant speech Coor., SHs, Sheets the consonant digraph.
sound/consonant phoneme PSDSs, EPSs  TV  Read words with different consonant
4. Watch video and follow &  DVD Player combinations.
 7

pronunciation drill. Learners

5. Reading and mastering Basic Teachers,  Flashcards  School  95%-100% of the learners under the
Sight Words Reading  Activity MOOE Reading Intervention Program mastered
Coor., SHs, Sheets the reading of the Basic Sight Words.
PSDSs, EPSs  Read common terms in reading with
& accuracy and speed
Learners
6. Reading synonyms and antonyms. Teachers, July 8,  Pocket   95%-100% of the learners under the
Reading 2020 Charts Reading Intervention Program mastered
Coor., SHs,  Flash cards the reading words and their meanings and
PSDSs, EPSs  Activity their opposite meanings
& Sheets
Learners
7. Conduct monitoring and School Heads, July 9,  Office  School/  100% of the School Heads in the 15
evaluation PSDSs & 2020s Supplies District/ District conducted the monitoring and
and submit progress report on the EPSs Divisio evaluation on the conduct of the Reading
implementation of the Reading n Intervention Program and submitted
Implementation Plan. MOOE progress report to the DO and to the SDO.
F.Conduct reading 1 Reading and mastering one-liner Teachers, July 10,  Sentence  School  95%-100% of the learners under the
drills on sentences sentences using the Reading 2020 ledge/ MOOE Reading Intervention Program mastered
to develop READING LADDER WORKBOOK Coor., SHs, strips the reading of one-liner sentences.
Reading with PSDSs, EPSs  Activity
Fluency in a & Sheets
manner with Learners
appropriate 2. Reading and mastering two-liner Teachers, July 13,  Sentence  School  95%-100% of the learners under the
phrasing, sentences using the Reading 2020 ledge/ MOOE Reading Intervention Program mastered
expression and READING LADDER WORKBOOK Coor., SHs, strips the reading of two-liner sentences.
pace. PSDSs, EPSs  Activity
& Sheets
Learners
4. Reading and mastering three- Teachers, July 14,  Sentence  School  95%-100% of the learners under the
liner sentences using the Reading 2020 ledge/ MOOE Reading Intervention Program mastered
READING LADDER Coor., SHs, strips the reading of three-liner sentences.
WORKBOOK PSDSs, EPSs  Activity
& Sheets
Learners
4. Reading sentence with mastery Teachers, July 15,  Sentence  School  95%-100% of the learners under the
and fluency using the READING Reading 2020 ledge/ MOOE Reading Intervention Program mastered
LADDER WORKBOOK Coor., SHs, strips the reading of sentences with fluency
PSDSs, EPSs  Activity
focus on pronunciation, intonation pattern
& Sheets
 8

Learners and proper phrasing.

5. Reading different kinds of Teachers, July 16,  Sentence  School  95%-100% of the learners under the
sentences in paragraphs with Reading 2020 ledge/ MOOE Reading Intervention Program mastered
mastery and fluency. Coor., SHs, strips the reading of sentences in paragraph with
PSDSs, EPSs  Activity
fluency focus on pronunciation, intonation
& Sheets
Learners pattern and proper phrasing.
Conduct monitoring and evaluation School Heads, July 16,  Office  School/  100% of the School Heads in the 15
and submit progress report on the PSDSs & 2020 Supplies District/ District conducted the monitoring and
implementation of the Reading EPSs Divisio evaluation on the conduct of the Reading
Implementation Plan.
n Intervention Program and submitted
MOOE progress report to the DO and to the SDO.
G.Conduct book 1. Book and Print Orientation Teachers, July 17,  Big Books  School  95%-100% of the learners under the
and print Using the Reading 2020  Lap Books MOOE Reading Intervention Program were
orientation to Developing Reading Power Coor., SHs,  Activity acquainted with the book: its cover, the
develop the Workbook PSDSs, EPSs
Sheets back page, the author, the illustrator, the
different Reading &
Comprehension Learners table of contents, the story being read:
Skills in any Grade where it starts and where it ends; etc.
Level.
H. Conduct 1. Noting Details Teachers, July 20,  Stories/Text  School  95%-100% of the learners under the
different drills on Using the Reading 2020 s MOOE Reading Intervention Program developed
reading texts focus Developing Reading Power Coor., SHs,  Pictures the skills in noting details by answering
on developing Workbook PSDSs, EPSs  Concept who, what, when, where and how
Reading & Diagnosis questions as well as the elements of the
Comprehension Learners Charts story read.
employing the  Activity Shts
differentiated 2. Getting the Main Idea Teachers, July 21,  Stories/Text  School  95%-100% of the learners under the
instructions and Using the Reading 2020 s MOOE Reading Intervention Program developed
explicit teaching. Developing Reading Power Coor., SHs,  Pictures the skills in answering WH questions as
Workbook PSDSs, EPSs  Concept well as the elements of the story and in
& Diagnosis getting the main idea of the text read.
Learners Charts
 Activity Shts
3. Conduct monitoring and evaluation School Heads, June 22,  Office  School/  100% of the School Heads in the 15
and submit progress report on the PSDSs & 2020 Supplies District/ District conducted the monitoring and
implementation of the Reading EPSs Divisio evaluation on the conduct of the Reading
Implementation Plan. n Intervention Program and submitted
MOOE progress report to the DO and to the SDO.
3. Organizing Ideas Teachers, July 23,  Stories/Text  School  95%-100% of the learners under the
 9

Using the Reading 2020 s MOOE Reading Intervention Program developed

Developing Reading Power Coor., SHs,  Pictures the skills in answering WH questions as
Workbook PSDSs, EPSs  Concept well as the elements of the story and in
& Diagnosis organizing ideas from the text read.
Learners Charts
 Activity
Sheets
4. Sequencing Events Teachers, July 24,  Stories/Text  School  95%-100% of the learners under the
Using the Reading 2020 s MOOE Reading Intervention Program developed
Developing Reading Power Coor., SHs,  Pictures the skills in answering WH questions as
Workbook PSDSs, EPSs  Concept well as the elements of the story and in
& Diagnosis sequencing events from the text read.
Learners Charts
 Activity
Sheets
7. Perceiving Relationship Teachers, July 27,  Stories/Text  School  95%-100% of the learners under the
Using the Reading 2020 s MOOE Reading Intervention Program developed
Developing Reading Power Coor., SHs,  Pictures the skills in answering WH questions as
Workbook PSDSs, EPSs  Concept well as the elements of the story and in
& Diagnosis perceiving events from the text read.
Learners Charts
 Activity
Sheets
8. Predicting Outcomes Teachers, July 28,  Stories/Text  School  95%-100% of the learners under the
Using the Reading 2020 s MOOE Reading Intervention Program developed
Developing Reading Power Coor., SHs,  Pictures the skills in answering WH questions as
Workbook PSDSs, EPSs  Concept well as the elements of the story and in
& Diagnosis predicting outcomes from the text read.
Learners Charts
 Activity
Sheets
10. Making Inference Teachers, July 29,  Stories/Text  School  95%-100% of the learners under the
Using the Reading 2020 s MOOE Reading Intervention Program developed
Developing Reading Power Coor., SHs,  Pictures the skills in answering WH questions as
Workbook PSDSs, EPSs  Concept well as the elements of the story and in
& Diagnosis making inference from the text read.
Learners Charts
 Activity Shts
11. Drawing Conclusions Teachers, July 30,  Stories/Text  School  95%-100% of the learners under the
Using the Reading 2020 s MOOE Reading Intervention Program developed
Developing Reading Power Coor., SHs,  Pictures the skills in answering WH questions as
Workbook PSDSs, EPSs  Concept well as the elements of the story and in
& Diagnosis drawing conclusions from the text.
 10

Learners Charts
 Activity Shts
Conduct monitoring and evaluation School Heads, July 30,  Office  School/  100% of the School Heads in the 15
and submit progress report on the PSDSs & 2020 Supplies District/ District conducted the monitoring and
implementation of the Reading EPSs Divisio evaluation on the conduct of the Reading
Implementation Plan. n Intervention Program and submitted
MOOE progress report to the DO and to the SDO.
12. Making Judgements Teachers, Aug. 3-  Stories/Text  School  95%-100% of the learners under the
Using the Reading 4, 2020 s MOOE Reading Intervention Program developed
Developing Reading Power Coor., SHs,  Pictures the skills in answering WH questions as
Workbook PSDSs, EPSs  Concept well as the elements of the story and in
& Diagnosis making judgement from the text read.
Learners Charts
 Activity
Sheets
14. Identifying Facts from Opinion Teachers, Aug. 5-  Stories/Text  School  95%-100% of the learners under the
Using the Reading 7, 2020 s MOOE Reading Intervention Program developed
Developing Reading Power Coor., SHs,  Pictures the skills in answering WH questions as
Workbook PSDSs, EPSs  Concept well as the elements of the story and in
& Diagnosis identifying facts from opinion from the text
Learners Charts read.
 Activity
Sheets
15. Identifying Facts from Fantasy Teachers, Aug. 10-  Stories/Text  School  95%-100% of the learners under the
Using the Reading 11, s MOOE Reading Intervention Program developed
Developing Reading Power Coor., SHs, 2020  Pictures the skills in answering WH questions as
Workbook PSDSs, EPSs  Concept well as the elements of the story and in
& Diagnosis identifying facts from fantasy from the text
Learners Charts read.
 Activity
Sheets
I. Conduct drills on 1. Writing paragraphs using Teachers, Aug. 12-  Topics  School  95%-100% of the learners under the
writing different definition. Reading 14,  Outlines MOOE Reading Intervention Program developed
kinds of Coor., SHs, 2020  Rubrics the skills in organizing ideas through
paragraphs. PSDSs, EPSs composition writing using definition.
&
Learners

4. Writing paragraphs using Teachers, Aug 17-  Topics  School  95%-100% of the learners under the
enumeration. Reading 19,  Outlines MOOE Reading Intervention Program developed
Coor., SHs, 2020  Rubrics the skills in organizing ideas through
PSDSs, EPSs composition writing using enumeration.
 11

&
Learners

5. Writing paragraphs using Teachers, Aug 20-  Topics  School  95%-100% of the learners under the
comparison and contrast. Reading 21,  Outlines MOOE Reading Intervention Program developed
Coor., SHs, 2020  Rubrics the skills in organizing ideas through
PSDSs, EPSs composition writing using comparison and
& contrast.
Learners

Conduct monitoring and evaluation School Heads, Aug. 21,  Office  School/  100% of the School Heads in the 15
and submit progress report on the PSDSs & 2020 Supplies District/ District conducted the monitoring and
implementation of the Reading EPSs Divisio evaluation on the conduct of the Reading
Implementation Plan. n Intervention Program and submitted
MOOE progress report to the DO and to the SDO.
J. Conduct of 1. Conduct the post assessment both Teachers, Aug. 25,  Assessment  School  95%-100% of the learners under the
assessment to oral and written tests Reading -26, Test MOOE Reading Intervention Program responded
validate the Coor., SHs, 2020 to test to assess personal knowledge and
effectiveness and PSDSs, EPSs skills in reading.
efficiency of the &
Reading Learners
Intervention
Program
implementation.
K. Conduct closure 2. Completion Ceremony Teachers, August  Office  School  95%-100% of the schools in the 15
to the reading Reading 27-28,. Supplies MOOE Districts concluded the Reading
intervention Coor., SHs, 2020  Certificates Intervention Program with a simple but
program PSDSs, EPSs memorable ceremony.
implementation. &
Learners
Post Reading IV. PROGRAM IMPLEMENTATION REVIEW
Intervention
Activity
A. Culminate the 1. Conduct the Program Reading Aug. 31,  Office  School/  100% of the schools of the 15 submitted
implementation of Implementation Review Coor., SHs, 2020 Supplies District/ the terminal reports of the Reading
the Reading PSDSs, EPSs, Divisio Intervention Program and formulated
Program ASDS & SDS n policy recommendation for future
Intervention. MOOE directions to the DO, SDO and RO.

Prepared by:
(Sgd) JOY A. BARIQUIT
 12

Education Program Supervisor

Noted by:

(Sgd) CHEERYLYN A. COMETA

Chief- Curriculum Implementation Division

APPROVED:

(Sgd) NELSON C. LOPEZ, CESO V

Schools Division Superintendent