The Dreams Project: (Defying Reading Adversities Through Meaningful Activities)

Republic of the Philippines
REGION X – NORTHERN MINDANAO

Department of Education
SCHOOLS DIVISION OF MISAMIS ORIENTAL
BALINGASAG SOUTH
BALIWAGAN NATIONAL HIGH SCHOOL
SCHOOL READING PROGRAM FOR THE SY 2022-2023
I- Title of the Reading Program:

THE DREAMS PROJECT (Defying Reading Adversities through Meaningful Activities)
The Proposed School Reading Program of Baliwagan National High School for the SY 2022-2023
Summary of the students’ specific, diagnosed reading skill deficiencies as determined (or identified) by diagnostic assessment data for the
previous School Year 2021-2022:
Over the past year, Baliwagan National High School have diagnosed struggling readers that fall under the frustration, instructional and
independent level. For the Group Screening Test in English, administered on the first two months of the start of the school year, the data gathered reveals
the number of frustration readers on each grade level, wherein, in the Grade 7 Department, out of the total enrollment of 488 learners, there were 237
frustration readers identified from the 10 sections, 190 Instructional readers, and 61 Independent readers respectively.
The Grade 8 Department with 10 sections, on the other hand, have assessed 195 frustration readers, 212 instructional readers, and 76 Independent readers.
For the Grade 9 Department, there were 49 frustration readers, 217 instructional readers, and 186 independent readers. Subsequently, there were 26
frustration readers assessed in the whole Grade 10 department, 221 instructional readers, and 249 independent readers. For a total number of enrollments of
542 learners in the Grade 11 Department, there were 16 frustration readers, 293 instructional readers and 233 independent readers. In the Grade 12
Department, out of 370 learners, there were 2 frustrations readers, 197 instructional readers, and 171 independent readers.
During the assessment of the administered PHIL-IRI Pretest in FILIPINO, in the Grade 7 Department, there were 134 frustration readers identified, 223
instructional readers, and 131 independent readers. In the Grade 8 Department, a reported 93 frustration readers, 244 instructional readers, and 146
independent readers were identified out of the total enrollment of 483 learners. For the Grade 9 Department , 37 frustration readers, 193 instructional and
222 independent readers. The Grade 10 Departed has 32 frustration readers in Filipino, 213 instructional, and 261 independent readers. In the Filipino
subject, for the SHS dept., out of the total enrollment of 542 learners, there were 3 identified frustration readers, 286 instructional readers and 253
independent readers in the Grade 11 Department. Whereas, in the Grade 12 Department, for a total of 370 learners, there was no frustration reader identified,
yet 164 instructional readers and 206 independent readers.
Address: Baliwagan, Balingasag, Misamis Oriental

Telephone Nos.: (088) 333-5658|(088) 333-5744 | Text: 0915-3800665 (Globe)
Website: www.deped.misor.net
Email: baliwagan.nhs@gmail.com
BALINGASAG SOUTH
II. Introduction/ Goals and Objectives
As a paramount macro skill in communication, reading has been an important tool for a person to face the challenges of everyday life. It is in reading that a person
gains knowledge and understanding about the complexity of the society he lives in. But alongside its importance, lies an underlying truth that needs to be understood and
explicate into one’s mind: not all individuals are readers. Being one of the top public institutions in Misamis Oriental, Baliwagan National High School has always been
consistent in producing excellent graduates, but it is not always the case. A serious problem has risen leading the school into a stern situation, several learners have been
considered as frustration readers. To address the problem, a sustainable, attainable, and consistent reading recovery program is needed that adheres to the objectives and
goals of the RX-ADOBE. This learning recovery plan will help alleviate the reading comprehension skills and reading literacy level of the BNHS learners for them to become
competent 21st century learners.
This reading program seeks to achieve the following goals and objectives:
 To integrate learning reading in the New Normal curriculum (topics are connected across the program components assuring competence)
 To lessen the number of Frustration and Nonreaders
 To provide learning through engagement with parents and others in learning communities such as Mentoring Groups in which students in the Reading Program are
sustained and challenged amidst the changing normal
 To require students to engage in action, analysis, and reflection of reading program areas of knowledge, skills, and dispositions through actual reading drills
 To achieve mastery in reading skills in the K to 12 levels both oral and silent reading with any subject as content.
 To produce learners who can recognize letters, letter sounds, sentence construction and reading comprehension
III. Rationale
The DREAMS Project (Defying Reading Adversities thru Meaningful Strategies) is an innovative reading program designed by the collaborative partnership of
English Coordinator, Ms. Gellain Ira D. Davo and the School Reading Coordinator, Ms. Sheilou Mae B. Tabudlong, to help promulgate reading literacy through different
meaningful reading strategies and activities.

BALINGASAG SOUTH
In this time of the pandemic, wherein learners need to practice and go through literacy trainings, the DREAMS Project aims to provide the learners impactful
reading remediation activities to help alleviate their reading literacy skills amid the challenges brought by the pandemic. The reading program will be anchored from Rx
ADOBE: ROAD TO LEARNING RECOVERY, a learning recovery plan by the Department of Education, to help observe the following objectives:
1. identify learning gaps, and learning needs

2. address learning gaps through creative, interactive, and engaging learning strategies for remedial measures, and a long-term system for learning recovery
3. establish strong partnerships for mobilizing support on additional resources like supplementary instructional materials, or/and human resources (volunteers/learning
support aides) and other needs
IV. Matrix of Activities

This project will help determine the reading level of the learners, reinforce reading literacy thru remedial activities, and involve parents and stakeholders for
learning and human resources. The whole teaching force of BNHS will be actively involved in this program, with the full support coming from the School Head, Mrs. Marilyn
Aban, and the whole administration. Furthermore, the reading recovery program will feature different reading activities and strategies.
PROGRAMS/ACTIVITIES TIMELINE ACCOMPLISHMENTS TECHNICAL ASSISTANCE/ MOV

PERSONS INVOLVED
Phil-IRI Group Screening Test JULY- AUGUST 2022 Accomplished Group Screening LAC sessions should be conducted with Documentation (Pictures and
Test Assessment Tool the support of the English and Filipino narrative report, GST
Master Teachers to further deliberate
the needed materials and Assessment Tool, Attendance
methodologies/ Language teachers, Sheets)
advisers and the reading coordinator
will conduct the Phil-IRI GST

BALINGASAG SOUTH

PERSONS INVOLVED
Phil-IRI Group Screening Test JULY- AUGUST 2022 Accomplished Group Screening LAC sessions should be conducted with Documentation (Pictures and
Test Assessment Tool the support of the English and Filipino narrative report, GST
Master Teachers to further deliberate
the needed materials and Assessment Tool, Attendance
methodologies/ Language teachers, Sheets)
advisers and the reading coordinator
will conduct the Phil-IRI GST
Boosting of the School Reading YEAR ROUND Reading Coordinator and Reading Coordinator, Language Progress reports, narrative
Centers (Reading Hub and Reading assigned Language Teachers Teachers report, and photo
Nook, to cater learners who need were able to address and documentations
to undergo the intensive Fuller and witness the actual reading
Marungko approach reading
progress of the learners
strategies for struggling frustration
readers
BUDDY READING YEAR ROUND Independent readers can be of Learners, Language Teachers, Progress reports, narrative report,
help to their fellow learners by Advisors, Reading Coordinator and photo documentations
helping their peers how to develop
their reading skills thru buddy
reading

BALINGASAG SOUTH

PERSONS INVOLVED
ORAL READING AND ORAL YEAR ROUND Accomplished Oral Reading Assigned language teachers should be Documentation (Pictures and
READING VERIFICATION Verification Tool able to administer the oral reading narrative report, Oral Reading
drills and verification to the learners on
assigned dates Verification Assessment Tool,
Attendance Sheets)
EVERY READER, A STORYTELLER YEAR ROUND Reading Coordinator and assigned Reading Coordinator, Language Progress reports, narrative
Language Teachers were able to Teachers report, and photo/video
(STORYTELLING IN FILIPINO AND address and witness the actual documentations
ENGLISH) for Grade 7 and 8 reading progress of the learners
learners
NATIONAL READING MONTH NOVEMBER 2022 Learners showcase their skills and Learners, Language Teachers, Progress reports, narrative report,
CELEBRATION abilities on the strategies and Advisors, Reading Coordinator and photo documentations
(Storytelling, Poetry Chorale activities for the National Reading
Reading, Reader’s Chamber and Month
Reader’s Theater, Oral Reading,
Spelling Bee, Book Fair

BALINGASAG SOUTH

PERSONS INVOLVED
Drop Everything and Read YEAR ROUND Learners can find time to read a Advisers, Language Teachers, Documentation (Pictures and
(DEAR TIME) book at their convenient time Reading Coordinator narrative report, Oral Reading
everyday inside their own reading Verification Assessment Tool,
corners Attendance Sheets)

BALINGASAG SOUTH
V. Implementation Phase
(Following Action Plan Implementation Phase of the Reading Program Anchoring RX-ADOBE)
ACTION PLAN FOR THE IMPLEMENTATION PHASE OF THE READING PROGRAM
Phase of the Target Client Learning Modality Resources Timeline Persons Involved/ Expected Outcomes
Activities Responsible
PHASE 1: All learners from Limited face-to-face MOOE JULY 18-30 School Head, Reading  Well-planned
Pre-implementation Grade 7-12 of BNHS instruction/ Coordinator, MTs, implementation
Online HTs, Advisers, matrix for the
Conduct of meetings Parents Language Teachers, conduct of the
and communication Parents, Learners school reading
materials crafting on Stakeholders program
the upcoming  Assignment
implementation of matrix for the
the School Reading persons
Program for the new involved
school calendar
Preparation and
planning stage
BALINGASAG SOUTH
PHASE 2 Limited face-to-face MOOE School Head, Reading  Accomplished

Implementation Proper instruction/ Coordinator, MTs, GST Assessment
Online HTs, Advisers, Tool
Conduct of the PHIL-IRI Language Teachers,  Consolidated
Group Screening Test Parents, Learners Reports on the
All learners JULY 25- September Reading
(2nd week) Performance of
Learners for the
GRADE 11 & 12 Year Round Reading Coordinator, Group
BUDDY READING partnered to Grade 7 Language Teachers, Screening Test
and 8 Advisers, Learners  Learners are
READING CHALLENGE
comfortable
Grade 9 and 10 learners
Year Round Reading Coordinator, enough to learn
ORAL READING Language Teachers, with their peers
Grade 9 and 10 learners
VERIFICATION Advisers, Learners
 Accomplished
oral reading
Year Round verification
DEAR TIME (Drop All learners assessment tool
Everything and Read)

BALINGASAG SOUTH
PHASE 2 Limited face-to-face  Learners can

Implementation Proper instruction/ identify letters,
Online Year Round Reading Coordinator, letter sounds,
Reading Drills inside the (Every 4:00-5:00 PM or Language Teachers, word recognition,
Reading Hub after the last period in Advisers, Learners and sentence
(Marungko and Fuller the afternoon; or any pronunciation
Frustration Learners Big Books, Beginner’s
Approach) other convenient time) and enunciation
from all levels Reading Materials
 Learners can
National Reading comprehend
Month Reading NOVEMBER 2022 what they have
Learners from all levels Limited face-to-face School Resources Reading Coordinator,
Activities read
instruction/ Language Teachers,
(Poetry Chorale Online Advisers, Learners
Reading, Reader’s  Learners
Chamber and Reader’s showcased their
Theater) reading skills and
abilities thru
performing in the
activities for the
National Reading
Month

BALINGASAG SOUTH
PHASE 3
Post- Implementation
Reading Coordinator,  Phil-IRI Post Test
Phil-IRI Comprehension Learners from all levels Limited face-to-face Phil-IRI Post Test MAY-JUNE 2023 Language Teachers, Results
Post Test instruction/ Assessment Tools Advisers, Learners  Consolidated
Online Report on PHIL-
IRI
FINAL EVALUATION Learners from all levels School Resources/ JUNE 2023  Remedial reports
Reading Comprehension Funds from MOOE on reading
Drill Evaluations recovery
program/plan
Reading Coordinator,
Reading Remedial Struggling Readers Limited face-to-face School Resources/ JULY 2023 Language Teachers,
Lessons/Drills/Project instruction/ Funds from MOOE Advisers, Learners
CNR Online
VI. Result (To be conducted)
VII. Action Address:

Research Based on
Baliwagan, the Result
Balingasag, (To Oriental
Misamis be conducted)
BALINGASAG SOUTH
Prepared by: SHEILOU MAE B. TABUDLONG

SCHOOL READING COORDINATOR
Reviewed by: MARILYN A. ABAN

PRINCIPAL-III
ROSANA S. EMANEL
DISTRICT IN-CHARGE
Noted by: GLADYS S. BANAC

EDUCATION PROGRAM SUPERVISOR-ENGLISH
CYDEL P. VALMORES, Ph.D.

OIC-CURRICULUM IMPLEMENTATION DIVISION CHIEF
Recommending Approval:
ERLINDA G. DAEL, Ph. D.

OIC- ASSISTANT SCHOOLS DIVISION SUPERINTENDENT
Approved:
JONATHAN
Telephone S. DELA
Nos.: (088) PEŃA, Ph.D.,
333-5658|(088) CESO |VText: 0915-3800665 (Globe)
333-5744
BALINGASAG SOUTH
SCHOOLS DIVISION SUPERINTENDENT


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Republic of the Philippines

REGION X – NORTHERN MINDANAO

I- Title of the Reading Program:

Address: Baliwagan, Balingasag, Misamis Oriental

II. Introduction/ Goals and Objectives

Address: Baliwagan, Balingasag, Misamis Oriental

1. identify learning gaps, and learning needs

IV. Matrix of Activities

PROGRAMS/ACTIVITIES TIMELINE ACCOMPLISHMENTS TECHNICAL ASSISTANCE/ MOV

Address: Baliwagan, Balingasag, Misamis Oriental

PROGRAMS/ACTIVITIES TIMELINE ACCOMPLISHMENTS TECHNICAL ASSISTANCE/ MOV

Address: Baliwagan, Balingasag, Misamis Oriental

PROGRAMS/ACTIVITIES TIMELINE ACCOMPLISHMENTS TECHNICAL ASSISTANCE/ MOV

Address: Baliwagan, Balingasag, Misamis Oriental

PROGRAMS/ACTIVITIES TIMELINE ACCOMPLISHMENTS TECHNICAL ASSISTANCE/ MOV

Address: Baliwagan, Balingasag, Misamis Oriental

ACTION PLAN FOR THE IMPLEMENTATION PHASE OF THE READING PROGRAM

PHASE 2 Limited face-to-face MOOE School Head, Reading  Accomplished

Address: Baliwagan, Balingasag, Misamis Oriental

PHASE 2 Limited face-to-face  Learners can

Address: Baliwagan, Balingasag, Misamis Oriental

VI. Result (To be conducted)

VII. Action Address:

Prepared by: SHEILOU MAE B. TABUDLONG

Reviewed by: MARILYN A. ABAN

Noted by: GLADYS S. BANAC

CYDEL P. VALMORES, Ph.D.

ERLINDA G. DAEL, Ph. D.

Address: Baliwagan, Balingasag, Misamis Oriental

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