School/Sub-office: SAPANG ELEMENTARY SCHOL / BINANGONAN

School Head/PSDS: MINNIE O. DOBLADA / NICANOR C. MACARULAY

Monitoring Date: _____________

Part 1: Enrolment and BR-B4 Strands

Directions: Kindly fill-in the boxes with information asked (Please refer to the school
enrolment data and the BR-B4 Reading Profile Form).

Number of Learners Number of Learners Under

Grade Level Enrolment Under the the Remedial Reading
Beginning Strand
Reading
Strand
Filipino English Filipino English
M I K T Ind Ins Fr T
Kindergarten 55
Grade 1 34 15 0 12 16 6 34 0 0 0 0
Grade 2 43 7 8 16 20 7 43 13 20 10 43
Grade 3 62 6 7 42 18 2 62 22 33 7 62
Grade 4 33 4 6 18 12 3 33 12 16 5 33
Grade 5 34 5 8 21 11 2 34 14 19 2 34
Grade 6 45 4 6 25 18 2 45 16 25 4 45

Legend:
M – Malayang nakababasa Ind – Independent T – Total
I – Instruksyunal Ins – Instructional
K – Kabiguan Fr - Frustration

Part 2: BR-B4 Materials

Directions: Provide the information asked in each item.

BR-B4 Material No. of Reproduced No. of Distributed

Material Material
BR-B4 Module in 43 43
Filipino
BR-B4 Module in 43 43
English
BR-B4 Magazine 43 43
BR-B4 Loose Sheets 43 43
BR-B4 Individual 43 43
Progress Monitoring
Checklist in Filipino
BR-B4 Individual 43 43
 Progress Monitoring
Checklist in English
BR-B4 Brochure 0 0
BR-B4 Flyer 0 0

Ratio of volunteer to BR-B4 Filipino Module: 2:3

Ratio of volunteer to BR-B4 English Module: 2:3

(Please indicate the ratio of volunteer against the number of BR-B4 material.
Example - volunteer : no. of modules).

Directions: Please indicate the needed information below

Areas of Concern Accomplishment Gap Solution

Learners attitude and behavior Improve their Lack of Interests Provide the learners with
towards reading reading level, and and their different reading materials
attitude towards behavior towards that would help catch their
reading. reading. attention
Time management Able to managed Due to Set / schedule time to be
time. pandemic, some able to meet the learners
learners weren’t
able to attend the
program.
Support from learner’s guardian Spend time in Lack of support Parents/Guardians were
and other family members tutoring their from parents and oriented and informed
children in reading other household about the importance of
reading as well as the
and appreciate the members
impact of support coming
time spending with from the parents and other
them. household members.

3 Teachers conducted
home visitation to give
attention for those learners
who were not given time of
their parents.

Asked for the help of other

volunteer tutors like gabay
tutor for those learners who
were not been able to guide
by their guardians who
were busy in their job/work
 Directions: Check the suitable box that best describes the extent of distribution and
utilization of BR-B4 Digital Materials.

Indicators Means of Verification Remarks Evident Not Evident

1. Volunteers have listened and Screen shot of SDO- Evident -
reacted to the BR-B4
√
Rizal FB page likes Volunteers
Digital Materials uploaded at the were able to
SDO-Rizal listen
Official
Facebook Page.
2. Teachers have shared the BR- Screen shot of Evident - Able √
B4 digital materials to learners.
teachers’ FB share of to share the
the BR-B4 digital FB page
materials
3. Learners under BR-B4 program Screen shot of Evident –
have viewed BR-B4 video learners’ like and/or Learners were
√
lessons / share of BR-B4 digital able to watch
listened to the BR-B4 audio materials on their FB the BRB4
lessons. wall.
digital
Photo of learners materials
watching the BR-B4
digital materials

List/log of BR-B4
lessons viewed or
listened to.
4. Volunteers Learners’ output √
have used the BR-B4 digital about the BR-B4
materials in delivering BR- B4 digital materials
lessons.
 Screen shot of SDO- Rizal FB page likes

Screen shot of teachers’ FB share of the BR-B4 digital materials

Screen shot of
learners’ like and/or share of
BR-B4 digital materials on
their FB wall.

Photo of learners watching the BR-B4 digital materials

 Part 3: BR-B4 Volunteers

Directions: Provide the information asked in each item (Please refer to your school
entry on the online registration of volunteers per category – AS AGAINST THE
TOTAL NUMBER OF BR-B4 VOLUNTEERS).

Category No. of BR-B4 No. of trained BR-B4 volunteers

Volunteers to train others
Parent 12 2
Teacher 10 3
College/ university student 0 0

SK Official/ member 2 2
Barangay 3 0
Official/member
private individual 0 0
Retired teacher 0 0
Others. Pls specify 0 0

BLUE RIZAL: BARANGAYAN PARA SA BAWAT BATA BUMABASA (BR-B4) PROGRAM

MONITORING TOOL ON LEARNERS’ READING PROGRESS

This tool is intended to m onit or t he l e ar n er s’ m onthl y pr ogr ess wi t h r esp

ect t o t h e different components of BR-B4 as a Reading program (Interest in Reading,
Beginning Reading, Developmental Reading, & Remedial Reading) throughout
its implementation. This tool is to be accomplished per school and serves as
consolidation template per sub-office.

School/Sub-office: SAPANG ELEMENTARY SCHOOL/ BINANGONAN

School Head/PSDS: NICANOR C. MACARULAY
Monitoring Date: ______________

Part 1: Learners’ Baseline Data (Filipino)

Directions: Indicate the baseline data of learners before BR-B4 Program implementation.
(Please refer to the Filipino Phil IRI posttest result last SY 2019-2020).

Filipino Kabiguan Instruksyunal Malayang

Nakababasa
No. % No. % No. %
Kindergarten
Grade 1
Grade 2
Grade 3 34  5  15% 8  24% 21  62%
Grade 4 35 2 5% 9  26% 24 69% 
Grade 5 42 2  5% 13 31%  27 64% 
 Grade 6 42 1  2% 16 38%  25  60%

Directions: Indicate the baseline data of learners before the onset of BR-B4 Program
implementation. (Please refer to the English Phil IRI posttest result last SY 2019-2020).

English Frustration Instructional Independent

No. % No. % No. %
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4 5 14% 18 51% 12 35%
Grade 5 10 24% 16 38% 16 38%
Grade 6 10 24% 14 33% 18 43%
 Part 2: Learners’ Progress (Kawilihan sa Pagbasa sa Filipino)

Directions: Read the following indicators of how learners show interest in

Reading. Check the indicators that learners have already manifested as of October 20,
2020. Indicate the percentage of learners manifesting each indicator as of October 20,
2020. (Please refer to the Learner’s Individual Progress Checklist for this data).

GRADE LEVEL

INDICATOR BEGINNING READING REMEDIAL READING

Percent

Percent
Grade 2

Grade 3

Grade 4

Grade 5

Grade 6
Percent

Percent

Percent

Percent

Percent
Grade1
Kinder

1. Naeengganyo sa 0 0 5 15% 10 23% 7 11% 6 18% 9 27% 6 13%

disenyo ng pabalat ng
aklat na babasahin.
2. Kinakikitaan ng 0 0 4 12% 8 19% 6 10% 5 15% 8 24% 4 9%
kasiyahan habang
binabasahan.
3. Nagtatanong tungkol 0 0 3 9% 6 14% 5 8% 4 12% 6 18% 5 11%
sa mga salitang hindi
nauunawaan.
4. Gustong paulit ulit 0 0 5 15% 7 16% 4 9% 3 9% 7 21% 3 7%
basahin ang partikular na
kwento

5. Nagkukusang 0 0 4 12% 5 12% 5 8% 4 12% 5 15% 4 9%

magbuklat ng kahit
anong nakikitang
aklat.
6. Naghahanap pa ng 0 0 5 15% 8 19% 6 10% 5 15% 7 21% 6 13%
kasunod na
babasahin sa kanya
na aklat.
7. Mas ginugustong 0 0 4 12% 7 16% 5 8% 6 18% 6 18% 11%
magbuklat ng aklat
kumpara sa maglaro
ng cellphone o
anumang gadyet.
8. Ikinukwento sa iba 0 0 3 9% 6 14% 6 10% 4 12% 5 15% 4 9%
ang nabasa nang
may sidhi at
 kagalakan.
9. Ginagaya ng mga 0 0 5 15% 9 21% 5 8% 4 12% 4 12% 5 11%
diyalogo at kilos ng
paboritong karater
sa kwento.
10. Sinasabi na gusto 0 0 4 12% 8 19% 7 11% 6 18% 5 15% 4 9%
nyang maging
katulad ng karakter
na nabasa nya.
11. Binabasa ang mga 0 0 3 9% 4 9% 6 10% 4 12% 3 9% 3 7%
pabalat ng
pinagkainang kendi,
tinapay o biskwit.
12. Mas ninanais 0 0 2 6% 3 7% 5 8% 3 9% 4 12% 4 9%
manatili sa loob ng
tahanan upang
magbasa kaysa
maglaro sa labas.
 Part 3: Learners’ Progress (Interest in Reading in English)

Directions: Read the following indicators of how learners show interest in

Reading. Check the indicators that learners have already manifested as of October 20,
2020. Indicate the percentage of learners manifesting each indicator as of October 20,
2020. (Please refer to the Learner’s Individual Progress Checklist for this data).

GRADE LEVEL

BEGINNING READING REMEDIAL READING

INDICATOR

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6
Percent

Percent

Percent

Percent

Percent

Percent

Percent
Grade1
Kinder

1. Na-eengganyo sa 0 0 5 15% 10 23% 7 11% 6 18% 9 27% 6 13%

disenyo ng pabalat ng
aklat na babasahin.
2. Kinakikitaan ng 0 0 5 15% 9 21% 5 12% 6 18% 9 27% 6 13%
kasiyahan habang
binabasahan.
3. Nagtatanong 0 0 4 12% 10 23% 5 12% 6 18% 9 27% 5 11%
tungkol sa mga salitang
hindi naunawaan.
4. Gustong paulit ulit 0 0 5 15% 8 19% 5 12% 6 18% 5 27% 5 11%
basahin ang partikular
na kwento
5. Nagkukusang 0 0 3 9% 6 14% 5 12% 4 9% 5 12% 4 9%
magbuklat ng kahit
anong nakikitang aklat.
6. Naghahanap pa ng 0 0 5 15% 5 11% 5 8% 3 9% 5 18% 3 7%
kasunod na babasahin
sa kanya na aklat.
7. Mas ginugustong 0 0 2 6% 5 11% 3 5% 3 9% 2 6% 2 5%
magbuklat ng aklat
kumpara sa maglaro ng
cellphone o anumang
gadyet.
8. Ikinukwento sa iba ang 0 0 3 9% 6 14% 4 16% 4 12% 4 12% 3 7%
nabasa nang may sidhi at
kagalakan.
9. Ginagaya ng mga 0 0 4 11% 7 16% 4 6% 4 12% 4 12% 4 9%
diyalogo at kilos ng
paboritong karater sa
kwento.
10. Sinasabi na gusto 0 4 11% 8 19% 5 11% 5 15% 5 15% 4 9%
nyang maging katulad ng
karakter na nabasa nya.
11. Binabasa ang mga 0 3 9% 4 9% 3 5% 3 9% 3 9% 2 5%
pabalat ng pinagkainang
kendi, tinapay o biskwit.
12. Mas ninanais 0 2 6% 3 7% 3 5% 2 6% 3 9% 2 5%
manatili sa loob ng
tahanan upang magbasa
kaysa maglaro sa labas.

BLUE RIZAL: BARANGAYAN PARA SA BAWAT BATA BUMABASA (BR-B4)

PROGRAM MONITORING TOOL ON COMMON CHALLENGES
AND INSIGHTS OF VOLUNTEERS

This tool is intended to monitor the common challenges encountered and insights gained
during the implementation of BR-B4 Program. This tool is to be accomplished by the 30%
of the total population of volunteers per volunteer-category (teacher, parent, SK
official/member, Barangay official/member, retired teacher, university/college student,
NGO etc.) in each school. This form also serves as consolidation template per sub- office.

Name of Volunteer: ARLENE M.PLATA

Volunteer Category: ___ teacher ___ SK Official/member

___ parent ___ Barangay Official/member
___ Retired teacher ___ University/college student
√ NGO ___ Others. Please specify

School: SAPANG ELEMENTARY SCHOOL

Sub-Office: BINANGONAN
Monitoring Date: ____________

Part 1: Common Challenges Encountered in the Implementation of BR- B4

Program

 Lack of learner’s interest towards reading.

 Lack of some parental support among their children towards reading.
 Learners were spending more time in using gadgets such as mobile phone, tablet
and television.
 Time management.
Name of Volunteer: JANICE M.EGUIA

Volunteer Category: ___ teacher ___ SK Official/member

___ parent ___ Baranga.y Official/member
___ Retired teacher ___ University/college student
√ NGO ___ Others. Please specify

School: SAPANG ELEMENTARY SCHOOL

Sub-Office: BINANGONAN
Monitoring Date: ____________

Part 1: Common Challenges Encountered in the Implementation of BR- B4

Program
 Lack of learners interest towards reading
 Learners are spending more time in using social media and gadgets..
 Lack of support from the guardians.
 Some of the guardians themselves can’t read nor write
 Time management.

Name of Volunteer: BERNADETTE CERNERO

Volunteer Category: ___ teacher ___ SK Official/member

√ parent ___ Barangay Official/member
___ Retired teacher ___ University/college student
NGO ___ Others. Please specify

School: SAPANG ELEMENTARY SCHOOL

Sub-Office: BINANGONAN
Monitoring Date: ____________

Part 1: Common Challenges Encountered in the Implementation of BR- B4

Program
 Lack of learners interest towards reading
 Some of the learners tends to spent more time in using their gadgets.
 Parents support among their children towards reading.
 Managing time
 Part 2: Common Insights/Realizations in the Implementation of BR-B4
Program

 The program plays an important role in the development of reading skills

among our learners especially for those who needed it most since it was the
main purpose of the program.
 BRB4 is a helping program and tool to be able to meet learner’s needs in
reading and comprehension.
 It also enhance the attitude and behavior of the learners towards reading
especially in English.
 The program showed how the community supports the progress of every
individuals and learners when it comes to education.
 Importance of the cooperation of parents in promoting readiness to their
children.

Part 3: Common Insights/Realizations as BR-B4 Program Volunteer

Directions: List down in bullet form 3-5 insights/realizations you gained as a BR-B4
Program volunteer.

 We’ve realized that some of the learners were taken for granted sometimes by their
guardians because they were busy doing stuff to earn for their living, and that the
learners needed much attention to gain learning through simple way like helping
their kids to learn and improve reading skills.
 That everyone in the community could be a part of every learner’s progress.
 That I, We, as a volunteer deeply understood the needs of the learners to be able
to read and comprehend which is the basic tool for a better learning.
 Challenging but rewarding
 The importance of volunteerism in the progress of educatin

Part 4: Beginning Reading Components (Filipino)

Directions: Rank the following beginning reading components by writing numbers 1-7 to
indicate the most difficult component to
master to the least per grade level. (Please refer to the Individual Progress Checklist for this
data).

Kasanayan Komponent Rank

K G1 G2 G3 G4 G5 G6
Naibibigay ang Phonemic Awareness 0 6 7 7 7 7 7
tamang tunog ng
mga titik
Nababasa ang Phonology 0 6 7 7 7 7 7
mga pantig
Nababasa ang Phonology 0 7 7 7 7 7 7
mga salita
Natutukoy ang Vocabulary, 0 7 6 7 7 7 7
larawang Comprehension
kahulugan ng
salita
Nababasa ang Fluency 0 7 6 7 7 7 7
mga gamiting
salita
Nababasa ang Phonological 0 4 5 5 6 6 6
mga parirala gamit awareness, Phonology,
ang fluency, vocabulary,
mga salita at mga comprehension
gamiting salita
nang
may pang-unawa
Nababasa ang Phonological awareness, 0 7 7 7 7 7 7
mga pangungusap Phonology,
at mga gamiting fluency, vocabulary,
salita nang may comprehension
pang-unawa

Part 5: Beginning Reading Components (English)

Directions: Rank the following beginning reading components by writing numbers 1-5 to
indicate the most difficult component learners master to the least per grade level. (Please
refer to the Individual Progress Checklist for this data).

Competency Componenet Rank

K G1 G2 G3 G4 G5 G6
Read family of Phonological 0 4 5 6 5 5 5
words Awareness,
Phonology,
Fluency,
Vocabulary
Associate family of Phonological 0 5 4 5 6 6 4
words with their Awareness,
corresponding Phonology,
pictures Fluency,
Vocabulary,
Comprehension
Read sight words Fluency 0 4 5 6 5 5 4
from Dolch list
Read phrases made Phonological 0 5 6 5 6 6 5
 from family of words Awareness,
and sight words Phonology,
Fluency,
Vocabulary,
Comprehension
Trace the sounds of Phonological 0 4 5 6 5 5 5
family of words on a Awareness,Phonol
piece of paper ogy Vocabulary
Comprehension,
Writing
Comprehens5400i
on

Part 6: Developmental Reading Components (Filipino)

Directions: Rank the following developmental reading components by writing numbers 1-
7 to indicate the most difficult
component to master to the least per grade level. (Please refer to the Individual
Progress Checklist for this data).

Kasanayan Komponent Rank

K G1 G2 G3 G4 G5 G6
Nakababasa ng Comprehension 0 5 5 5 6 5 6
mga pangungusap
nang may tamang
bilis at pang-
unawa
Nakababasa ng Comprehension 0 5 6 5 5 6 6
mga talata nang
may tamang bilis
at pang-unawa
Nasasabing muli Comprehension 0 6 5 6 6 5 5
ang tekstong
nabasa
Nasasagot ang Comprehension 0 5 6 5 5 6 7
mga tanong
tungkol sa
binasang teksto
(literal)
Nasasagot ang Inferring, Predicting 0 6 5 6 5 5
mga tanong Outcome
tungkol sa
binasang teksto
(interpretib)
Nasasagot ang Inferring, Making 0 5 6 6 5 5 5
 mga tanong Generalizations,
tungkol sa
binasang teksto
(ebalwatib)
Nababasa ang Inferring, Drawing 0 5 5 6 5 5 5
tekstong ayon sa Conclusions,
kasalukuyang Summarizing,
antas

Part 7: Developmental Reading Components (English)

Directions: Rank the following developmental reading components by writing
numbers 1-3 to indicate the most difficult component to master to the least per
grade level. (Please refer to the Individual Progress Checklist for this data).

Competency Component Rank

K G1 G2 G3 G4 G5 G6

Answer questions (literal, Vocabulary, 0 2 2 3 3 3 3

interpretive, applied) Comprehension,
about the sentence read. Noting Details,
Inferring, Drawing
Conclusions,
Summarizing, Making
Generalizations,
Predicting Outcomes
Read a passage with Comprehension 0 1 1 2 2 2 2
family of words and basic
sight words taught
Answer questions (literal, Comprehension, Noting 0 1 1 1 2 2 2
interpretive, applied) Details, Inferring,
about the passage read Drawing Conclusions,
Summarizing, Making
Generalizations,
Predicting Outcomes