GUIDELINES IN THE IMPLEMENTATION OF

PROJECT RE-READS 4.O

Reading Remediation and Enhancement through
Appropriate and Developmental Strategies
THE FLAGSHIP PROJECT OF SDO-ISABELA IN READING
JAY J. GALLEGOS, EdD
Proponent, Project Re-READsS 4.0

Gallegos implemented the project when he assumed the post

as Education Program Supervisor in English and Division
Reading Coordinator in 2019. Since then, he has introduced
various initiatives to improve the reading proficiency levels of
learners in the division.
 Strengthening
literacy and numeracy
program is our core business.
MATATAG KEY INITIATIVE
Make the curriculum relevant to produce job-ready, active, and
responsible citizens.
 HOW FAR WE HAVE ACCOMPLISHED

Quality Developed Developed Trained 641 Partnered Partnered Recognized

assured 200 SRM, 60 of teachers, 48 with HEIs, with HEIs, performing
89% School audio-video contextualiz District NGOs, NGOs, schools,
Reading lessons, and ed reading individuals,
Reading volunteers volunteers
Programs and groups
40 assessments Coordinator, and and
interactive tools for and 176 mobilized mobilized in the
reading Grades 1 & school reading reading implementat
activities in 2 and junior heads communitie communities ion of
digital high school. s reading
format. initiatives
PROJECT RE-READS 4.0

Project Re-READS, now on its fourth year of

implementation continuously evolves and
improves to address the changing needs of the
time and respond to the call of DepEd of
strengthening literacy and numeracy
initiatives in basic education.
 Designed as an
Anchored on Aligned with Harmonized with offshoot of
the MATATAG the NLRP and RRL-CARES assessment
Agenda NRP

PROJECT RE-READS 4.0

FEATURES OF PROJECT RE-READS 4.0

Integrative
Recovery-
& Functional Balanced
Based
Inclusive
Project Re-READS 4.0 Theory of Change

Learners in SDO-
Isabela will
increase their
reading
proficiency levels
 Monitoring and Evaluation

• Promoted and
sustained culture
of reading
RO SDO • Improved
• Profiling of teachers’ teaching
learners ability in reading
instruction and
• Assessment Need-based Reading
Capacity Instruction and intervention
Results Building Interventions • Strengthened
• Baseline school and
Data community
reading program
• PIR
Promoting and Teaching- • Access in
• Research Sustaining a Learning teaching and
Findings Culture of Resource learning materials
Reading Materials

Improved learners’ reading

CO proficiency and learning
SCHOOLS outcome

Community & Stakeholders

BAWAT BATA BUMABASA (3Bs) INITIATIVE FRAMEWORK

 PROJECT
Re-READS 4.0 Holistically Developed Learners with 21st Century Skills
Conceptual
Framework
Improved Reading Ability of Learners

Reading Instruction Assessment Professional Teaching and Learning

& Intervention Development Programs Materials

Key Stage 1 Key Stage 2 Key Stage 3 Key Stage 4

Equip learners with Provide learners avenues Equip learners with the Develop ability of learners to apply
fundamental literacy for enhancement and skills and competencies to reading skills to a wide range of materials
skills and application of learned interpret, evaluate and and integrate information representing
literacy competencies to multiple and potentially conflicting
competencies needed represent information perspective, using multiple criteria and
varied content areas in
for academic success within and between generating inferences across distant
preparation for academic
in the succeeding key demands of high school learning area texts and pieces of information to determine how
stages discourses the information may be used.

Bridging Reading Gaps

Research and Support Rewards and Monitoring and

Development System Recognition Evaluation
 THE COMPONENTS OF PROJECT RE-READS 4.0

1 2 3 4 5 6 7
Reading Teaching- Continuing
Assessment Support Research & Rewards &
Instruction and Learning Professional
Intervention Dev’t for System Development Recognition
Resources System
Teachers &
Instructional
Leaders
MONITORING AND EVALUATION
PROJECT OBJECTIVES

1.Ensure reading recovery continuity by putting in place

responsive reading interventions and other literacy initiatives;
2.Equip learners with reading skills to make them proficient
and independent readers at their grade level;
3.Provide access to and development of quality, relevant,
contextualized and developmentally appropriate
materials;
4.Capacitate teachers to become effective reading teachers;
and
5.Strengthen support systems to sustain efforts and gains.
A. PROFILING OF LEARNERS
 PROFILING OF LEARNERS
1. All learners from public elementary and secondary schools shall take the reading
assessment to be administered face-to-face in the Beginning of School Year (BoSY),
Middle of School Year (MoSY), and End of School Year (BoSY):
Reading Assessments Grade Level Schedule
BoSY MoSY EoSY
(Pretest) (Progress (Posttest)
Tracking)
Comprehensive Rapid Grades May 2-31, 2023
Literacy Assessment (CRLA) 1-3 Jan. 3-19, 2024 May 2-31, 2024
Phil-IRI Filipino Grades 3-6
Phil-IRI English Grades 4-6 Sept. 4-29,
2023
Contextualized Reading Grades 7-10
Assessment (English Only) Jan. May 2-31, 2023
Contextualized Reading Grades 11-12 Oct. 2-27, 3-19, 2024
Assessment in (English Only) 2023
 PROFILING OF LEARNERS

2.The Comprehensive Literacy Assessment (CRLA), a 5 to 8-

minute standardized assessment tool shall be administered for all
Grades 1-3.
Grade 1: Mother Tongue
Grade 2: Mother Tongue and Filipino
Grade 3: Mother Tongue, Filipino, and English

Schools may still use other reading assessment tools like the Contextualized Early
Grades Reading Assessment (CEGRA) tool to further to further reading
competence of the learners.
 PROFILING OF LEARNERS

3. The Philippine Informal Reading Inventory (Phil IRI)

shall be used in Grades 3-6. The Phil-IRI is a tool for
measuring and describing reading performance
composed of passages designed to determine a learner’s
reading level both in English and Filipino
 PROFILING OF LEARNERS

4. The Contextualized Reading Assessment developed by

the SDO shall be used in Junior High School and Senior
High School. The reading assessment will focus on
reading comprehension skills of linear and non-linear
texts academic texts.

Assessment results should analyzed,

interpreted, and utilized, and these should be
communicated to all stakeholders.
 PROFILING OF LEARNERS

5. Results of reading assessment for the previous school

year should be turned over to the Receiving Teacher or
School so they will be given baseline data of the learner’s
reading level. This should be compared to the current
reading level so schools will be given baseline data in the
preparation of the school-based reading program
 PROFILING OF LEARNERS

6. The School Head/OIC-School Head and School

Reading Coordinator shall take the lead in collecting the
results of the profiling of learners. This should be
communicated to parents during PTA Conferences and
Assemblies.
 PROFILING OF LEARNERS

7. Each class shall maintain Learner’s Individual

Reading Ledger to record and track the learner’s
reading progress and improvement.

School and District Reading Profile should always be

maintained and updated.
 PROFILING OF LEARNERS

8. Learners with special education needs should be

reported to the SDO through the Special Education
(SPED) Coordinator for appropriate action and
intervention.

The District Reading Coordinate shall submit the e-copy

of the results 10 days after administration of the
reading assessments.
B. READING INSTRUCTION AND
INTERVENTION
READING INSTRUCTION & INTERVENTION

1. All reading programs should be anchored on the

MATATAG Agenda, aligned with the NLRP and
National Reading Program, and harmonized with
the Project Brigadahan at Damayan sa Pagbasa and
Project Re-READS 4.0.
 READING INSTRUCTION & INTERVENTION

The reading program design is integrated and inclusive

which covers the following:

a.Developmental
b.Remediation
c.Enhancement
d.Enrichment

The development of Content Area Literacy (CAL) and

Disciplinary Literacy should be integrated in Senior
High School.
 READING INSTRUCTION & INTERVENTION

The reading programs should include the following

components:
1. Reading Instruction and Interventions
2. Assessment
3. Learning Resource Development
4. Learning and Development
5. Support Systems
6. Reward and Recognition
 READING INSTRUCTION & INTERVENTION

4. The Reading Program should be PARTICIPATORY

where all teachers are given specific roles in the
implementation of reading instruction and
intervention
 READING INSTRUCTION & INTERVENTION

5. Schools can select, combine, and adapt the

evidence-based approaches such as structured
pedagogy and targeted instruction to increase efficiency
of instruction and accelerate learning.

Catch-up/Remediation/Intervention should be conducted for

struggling learners to address reading gaps and Class
Programs should include at least two (2) hours Reading Time
per week.
 READING INSTRUCTION & INTERVENTION

3. School-based Reading Program in Key Stages 1-2 shall

focus on the least learned reading skills of learners with
emphasis on the six (6) elements of reading:

1. Oral language
2. Phonological awareness
3. Phonics
4. Vocabulary
5. Fluency
6. Comprehension
 READING INSTRUCTION & INTERVENTION

4. The School-based Reading Program in JHS shall focus

on vocabulary, fluency, and comprehension with
emphasis on literacy across disciplines or Content Area
Literacy (CAL).

For Senior High School, the development of students’

content and disciplinary literacy shall be included as one
of the components of the program.
C. TEACHING AND LEARNING
RESOURCES
 TEACHING AND LEARNING RESOURCES

1.Prior to the development of learning resources in reading,

a learning resource mapping shall be conducted from
schools to the division level to determine the LR needs in
reading.

Results of the LR Mapping in reading shall be the bases of the

schools, district offices, and SDO in the development of
teaching and learning materials as well as supplementary
reading materials to support reading instruction.
 TEACHING AND LEARNING RESOURCES

2. In the SDO level, the Education Program Supervisors In-Charge of English

and Filipino shall take the lead in the development of learning resources in
reading. Their counterparts in the schools and district offices (District
Reading Coordinators and School Reading Coordinators) shall take charge in
the development of learning resources in the schools and district offices.

Schools shall harvest all supplementary materials, either

print or non-print, available in the LRMDS, DepEd TV,
DepEd Radio, DepEd Commons and Division Virtual
Reading Library.
 TEACHING AND LEARNING RESOURCES
3. The teaching and learning materials shall include the following:

• Learning Package for Teachers on Beginning Reading Instruction

• Learning Package for Teachers on Literacy Instruction Across
Grade Levels
• Learning Materials for K to 3 Learners which includes Activity
Sheets, Learner’s Materials, Modules, Strategic Intervention
Materials (SIMs), Storybooks (Big and small books), Reader, and
Workbook. Refer to the Enclosure 5 for the suggested
supplemental reading materials for K to 3 learners per literacy
domain.
• Learning Materials for Learners across Grade Levels
• Parent’s Manual on literacy instruction which will serve as guide of
parents/guardians in teaching reading at home.
 TEACHING AND LEARNING RESOURCES
3. The teaching and learning materials shall include the following:

• Learning Package for Teachers on Beginning Reading Instruction

• Learning Package for Teachers on Literacy Instruction Across Grade Levels
• Learning Materials for K to 3 Learners which includes Activity Sheets, Learner’s
Materials, Modules, Strategic Intervention Materials (SIMs), Storybooks (Big and
small books), Reader, and Workbook. Refer to the Enclosure 5 for the suggested
supplemental reading materials for K to 3 learners per literacy domain.
• Learning Materials for Learners across Grade Levels
• Parent’s Manual on literacy instruction which will serve as guide of
parents/guardians in teaching reading at home.

The existing policy guidelines in the

development and quality assurance of
learning resources shall be followed.
 TEACHING AND LEARNING RESOURCES

4. Supplemental reading materials (print, non-print,

digital, etc.) should be arranged thematically in the
functional Reading Center/Learning Resource Center
or School Library.

Establishment of Literacy and numeracy

stations in the Reading Center where
learners and parents can shop LRs is
highly recommended
 TEACHING AND LEARNING RESOURCES

5. All developed learning resources in reading shall be

granted corresponding merit points during assessment
provided they comply with the requirements
stipulated in Division Memorandum No. 26, s. 2021.
D. CONTINUING PROFESSIONAL
DEVELOPMENT FOR TEACHERS
 CONTINUING PD FOR TEACHERS

1.The professional development program shall be

aligned with the competencies described in the
Philippine Professional Standards for Teachers
(PPST) and shall be designed based on the results of
reading assessment, program implementation
review, and NEAP Professional Development Priority
Agenda.
 CONTINUING PD FOR TEACHERS

2. Teachers handling reading classes shall take the

assessment test on teaching reading to establish baseline
data on teachers’ pedagogical knowledge. The results of the
assessment test shall provide direction on capacity-building
for teachers in teaching reading.

The School Reading Coordinator shall administer the

suggested assessment tool on teachers’ readiness on teaching
reading (see Enclosure). The results of the assessment test for
teachers shall be submitted to the Schools Division Office.
 CONTINUING PD FOR TEACHERS

3. The School Head/OIC-School Head shall present the

results of the teachers’ assessment test on reading to the
Division Education Program Supervisor in English and
Filipino for future capacity-building activities that shall
equip teachers of reading on the pedagogy of reading and
literacy.
The School Head shall design, develop, and implement
appropriate capability building activities for teachers
and volunteers, including parents/guardians.
 CONTINUING PD FOR TEACHERS

4. The SLACs in reading should be established and shall

focus on the following topics, but schools may add topics
based on the specific needs of their teachers:
a.Utilization of Assessment Results for Intervention
b.Science of Reading
c.Teaching Beginning Reading Using Marungko and Fuller
Approaches
d.Strategies in Teaching Key Domains of Literacy
e.Strategies in the Development of Content Area Literacy (CAL)
and Disciplinary Literacy
E. STRENGTHENING SUPPORT
SYSTEMS
 STRENGTHENING SUPPORT SYSTEM

1.The Schools Division Office, District Offices and

schools shall engage communities and stakeholders
in the attainment of the goal of the Reading
Program by establishing community-based reading
initiatives.

Schools are enjoined to intensify initiatives for the Brigadahan at

Damayan sa Pagbasa (BDP) which will serve as a platform to
synergize efforts and resources to address education-related
challenges especially on literacy and numeracy.
STRENGTHENING SUPPORT SYSTEM

Manpower

Partners Money

READING
PROGRAM

Management Materials
 STRENGTHENING SUPPORT SYSTEM

2. The District Head and the school heads shall tap

volunteers who will serve as volunteer readers/tutors:
• community professionals;
• teacher-applicants;
• LGU and Barangay Officials;
• education graduates;
• SK officials; and
• GPTA officers
F. RESEARCH AND DEVELOPMENT
 RESEARCH AND DEVELOPMENT

1. The Schools Division Office in coordination with the Division Research

Committee and the Division Research Technical Working Group (DRTWG)
shall conduct a series of research to evaluate and improve the
implementation of the reading program. Schools are also encouraged to
conduct research on:

a.Reading Proficiency of Learners across Key Stages

b.Effective Teaching Reading Strategies
c.Profile and Instructional Competence of K to 3
Reading Teachers
d.Effective Reading Assessment Tools and Strategies
e.Effective Strategies in Building Reading Gaps
f. Others
 RESEARCH AND DEVELOPMENT

2. With full support of the school heads, teachers will

disseminate and utilize their research through existing
mechanism, such as but not limited to:

SLAC INSET SGC ESIP SRC

The template of Basic and Action Research

described in DepEd Order No. 16, s. 2017 or the
DepEd Research Management Guidelines (RMG) shall
be followed.
F. REWARDS AND RECOGNITION
 REWARDS AND RECOGNITION

1.The usual Search for Best Implementing Schools of

Reading Initiatives in the Division Level SHALL NO
BE PART OF THE PROGRAM.

Project Re-READS 4.0 shall veer away from competition;

but rather initiate and strengthen commitment of all
stakeholders to the effective implementation of reading
programs.
 REWARDS AND RECOGNITION

2. However, outstanding contributions of

teachers, parents, alumni, and other stakeholders
to the success of the program may be
recognized in schools and districts.
 REWARDS AND RECOGNITION

3. Schools that meet 90-100 percent reading standards

in each grade level after conducting assessment and
validation shall be certified as CENTER OF
EXCELLENCE IN READING EDUCATION.

Guidelines on this regard will be issued on a

separate Memorandum.
HOW CAN YOU HELP US IMPLEMENT
PROJECT RE-READS 4.0
KEY PLAYERS OF PROJECT RE-READS 4.0

DiRC The Division, District, and

School Reading
Committees shall work
SRC collaboratively in the
implementation of
Project Re-READS 4.0
DRC
 COMPOSITION OF DIVISION READING COMMITTEE

Role Division Reading District Reading School Reading

Committee Committee Committee
Chair Assistant Schools PSDS/DIC School Head
Division
Superintendent
Co-Chairs CID Chief and District Reading School Reading
Division Reading Coordinator Coordinator
Coordinator
Members EPSs 1 for ELLN 1 for ELLN (for elem)
SEPS 1 for LR 1 for LR
1 for L&D 1 for L&D
1 for Partnership 1 for Partnership
1 District ICT Coor 1 School ICT Coor
(preferably school head)
 DUTIES AND RESPONSIBILITIES OF THE DISTRICT
READING COORDINATOR

1. Prepares the District Reading Implementation Plan covering

key Stages 1-4 and its corresponding accomplishment
report/s.
2. Serves as Co-Chair of the District Reading Committee (DRC).
3. Assists the PSDS/DIC in quality assuring School Reading
Programs for both elementary and secondary levels and in
designing capability building for teachers and school heads.
4. Coordinates to all public elementary and secondary schools
in the district the different policies, guidelines, PPAs, and
other literacy initiatives of DepEd.
 ROLES AND FUNCTIONS OF THE DISTRICT READING COORDINATOR

5. Leads the conduct of reading assessments and validation of

assessment results.
6.Gathers, prepares, analyzes, and submits quarterly
consolidated district reading assessment results and its
corresponding Intervention/Catch-Up Plans.
7. Disseminates to all internal and external stakeholders the
District Reading Profile and other relevant information.
8. Performs other tasks related to the efficient and effective
implementation of the District Reading Program.
 All District Reading Coordinators shall
develop the Implementation Plan of their
District Reading Program

SAMPLE IMPLEMENTATION PLAN

 All District Reading Coordinators should
assist the PSDS/DIC in providing technical
assistance in the development of Functional
School Reading Program
SAMPLE SCHOOL READING PROGRAM
EVALUATION AND QUALITY ASSURANCE
TOOL OF SCHOOL READING PROGRAM