Department of Education: School

Republic of the Philippines
Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OFFICE OF BATAAN
SDO ANNEX-ORION
STO. DOMINGO ELEMENTARY SCHOOL
STO. DOMINGO ORION, BATAAN
SCHOOL-BASED READING PROGRAM

SY 2021-2022
STRATEGIES/ PERSON/S RESOURCES

OBJECTIVE TIME FRAME EXPECTED OUTCOME
ACTIVITIES INVOLVED NEEDED
1. Understand the basic print  Discussing and modeling how Year-round Non-Reader Pre-Test Passage Learners will be able to
conventions, such as the print is used for Slow Reader in Oral Reading demonstrate and
left -to-right and top-to communication. Teachers Test, understand the purposes
bottom sequencing of  Writing names on paper and Parents EGRA Toolkit and conventions of print.
print, where to begin belongings.
reading, the concepts of  Pointing to the words while
letter and word, etc. reading.
 Sharing the reading with the
learners by encouraging them
to chime in while the teacher
reads.
2. Develop the skill of  Using written spelling to Year-round Non-Reader Pre-Test Passage Learners will have a
phonemic awareness the analyze and manipulate the Slow Reader in Oral Reading conceptual grasp of the fact
ability to reflect on and sounds in spoken words. Teachers Test, that words are made
manipulate the phonemes  Reading/Singing/Reciting Parents EGRA Toolkit up of somewhat separable
in spoken words. Stories, Songs, Nursery Pictures sound segments. Further,
National Road Sto. Domingo, Orion, Bataan

School I.D. 104687
School Email Address: stodomingo.es@gmail.com
SDO ANNEX-ORION
Rhymes, and Poems. Sound Boxes the child will be

 Reading books that play on the able to say the individual
sounds in language. sounds in words spoken by
 Singing songs that play on the the teacher and
sounds in words. blend separate sounds to
 Learning, reciting, and form whole words.
modifying nursery rhymes,
chants, and poems.
 Sorting pictures or objects by
sound similarity.
 Sounds Blending
 Phoneme
Counting/Segmentation
3. Develop the letter-name  Practicing letter-naming first Year-round Non-Reader Pre-Test Passage Learners will be able to
and letter-sound  Recognizing any letters, the Slow Reader in Oral Reading name, rapidly and
knowledge. learner cannot learn. Teachers Test, accurately, all 26 letters of
 Decoding of any letter for Parents EGRA Toolkit the alphabet, both upper-
which the learner knows the Flashcards and lower-case versions.
sound. Letter Cards
 Tracing the letter with her
finger as the learner watches,
explicitly describing the
process while tracing.

School I.D. 104687
SDO ANNEX-ORION
 Allowing learner say the letter

names as often as possible
during the activities.
4. Understand the  Selecting several pictures of Year-round Non-Reader Pre-Test Passage Learners will be able to
relationships between objects that either do or do Slow Reader in Oral Reading associate the most common
printed letters and their not start with the sound of the Teachers Test, sounds of individual letters
sounds and know the letter that is the focus of Parents EGRA Toolkit with their printed
conventional letter–sound instruction. Pictures representations.
relationships in order to  Naming each object and Flashcards
develop reading skills. having the learners decide
whether it starts with the
sound of the target letter.
 Having the learners place all
pictures that start with the
target letter under a printed
version of the letter.
 Having them sort groups of
pictures according to the initial
letter in the word when the
learners know several letter
sounds.
5. Develop effective word-  Letting learners look for word Year-round Slow Reader Pre-Test Passage Learners will develop
solving skills that will parts that have been explicitly Instructional Reader in Oral Reading flexibility and independence

School I.D. 104687
SDO ANNEX-ORION
enable readers to taught. Teachers Test, in applying code-based

accurately identify  Trying out different Parents PHIL-IRI and meaning-based
unfamiliar words pronunciations for some of the Pictures strategies to identify and
encountered while reading. letters, especially the vowel(s). learn unfamiliar
 Breaking the word into smaller words encountered in text.
parts.
 Checking picture to see if there
is information that is useful in
identifying a puzzling word.
 Reading on the puzzling word
and then come back to it.
 Going back to the beginning of
the sentence and start again.
6. Enhance the two aspects  Explaining the new words using Year-round Slow Reader Pre-Test Passage Learners will learn the
of language: knowledge of words and concepts that the Instructional Reader in Oral Reading meanings of new words
word meanings children already understand. Independent Reader Test, encountered in instructional
(vocabulary) and familiarity  Using “child-friendly” language Teachers PHIL-IRI interactions and will be able
with sentence structure  Providing multiple examples of Parents Pictures to use the words
(syntax). how the new word might be conversationally and
used and use the word in a improve learners’ ability to
variety of contexts. understand and use more
 Teaching groups of words that complex grammatical
are related in meaningful ways. structures.

School I.D. 104687
SDO ANNEX-ORION
 Reading to children and

engaging them in conversations
about what is read.
 Engaging children in lots of
conversations throughout the
day.
7. Develop the knowledge  Discussions of the author Year-round Slow Reader Pre-Test Passage Learners will develop the
upon which comprehension and/or illustrator, particularly if Instructional Reader in Oral Reading foundational knowledge and
depends and to become the group is familiar with other Independent Reader Test, comprehension skills and
self-regulated learners who texts by the author and/or Teachers PHIL-IRI strategies that will enhance
are motivated to illustrator. Parents Books the ability to construct the
understand the texts they  Making predictions about the Stories meaning of, and learn from,
read and hear. text’s content. texts heard or read.
 Encouraging the children to
think about the elements of
story grammar (setting,
characters, problem, resolution,
etc.) in anticipating the book’s
content.
 Encouraging children to ask
questions and make comments
as the book unfolds.

School I.D. 104687
SDO ANNEX-ORION
Prepared:
HANNAELEI B. LIMCUMPAO
Teacher III
Noted:
IRENE B. ANGELES
School Principal II

School I.D. 104687

Department of Education: School

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Republic of the Philippines

SCHOOL-BASED READING PROGRAM

STRATEGIES/ PERSON/S RESOURCES

National Road Sto. Domingo, Orion, Bataan

Rhymes, and Poems. Sound Boxes the child will be

National Road Sto. Domingo, Orion, Bataan

 Allowing learner say the letter

National Road Sto. Domingo, Orion, Bataan

enable readers to taught. Teachers Test, in applying code-based

National Road Sto. Domingo, Orion, Bataan

 Reading to children and

National Road Sto. Domingo, Orion, Bataan

National Road Sto. Domingo, Orion, Bataan

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