GUIDELINES IN THE

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IMPLEMENTATION OF FLEXIBLE
READING PROGRAMS FOR
SCHOOL YEAR 2021-2022
PROJECTWRe-READS 2.0
Reading Remediation and Enhancement
through Alternative Delivery
Reading is an
essential skill for
lifelong learning.
To make every learner a
proficient and
independent reader,
schools across the
division are tasked to
capacitate learners to
develop their reading
skills.
The capacity of a person to engage in all those
activities in which literacy is required for effective
function of his or her group and community and also
for enabling him or her to continue to use reading,
writing and calculation for his or her own and the
community’s development (UNESCO, 2020)

FUNCTIONAL
LITERACY
COVID-19 PANDEMIC
Impact to Education

▪ Disproportionate state
▪ Digital Divide
▪ Learning Gaps
▪ Learning Loss

Source: UN SDG 2021 Report

COMPARATIVE ANALYSIS OF PHIL-IRI PRE-TEST AND POST TEST RESULTS SY 2020-2021

English Filipino
 PROJECT PROJECT
Re-READS Re-READS 2.0
Reading W Reading
Remediation and Remediation and
Enhancement through Enhancement through
Appropriate and Alternative
Developmental Delivery
Strategies Strategies
 READING/LITERACY INTERVENTIONS

Anchored SDG 4 Based on the four Responsive to Compliant with Aligned with the
on DepEd Vision, Pillars of Sulong Hamon: Bawat Brigada Pagbasa components of
Mission, and EduKALIDAD Bata Bumabasa framework Project #Walang
Core Values Maiiwan
 Monitoring and Evaluation

• Promoted and
sustained culture
of reading
RO SDO • Improved
• Profiling of teachers’ teaching
learners Continues Teaching
ability in reading
instruction and
• Baseline Professional Reading
intervention
Data Development Materials
• Strengthened
Programs Provision
• Program school and
Impelementat community
reading program
ion Review Development
Promoting and • Access in
• Research Sustaining a
of teaching and
Findings Supplementary
Culture of learning materilas
Reading
Reading
Materials

Improved learners’ reading

CO proficiency and learning
SCHOOLS outcome

Community & Stakeholders

Sulong EduKALIDAD
BAWAT BATA BUMABASA INITIATIVES (DM 173, s. 2019)
 OBJECTIVES OF PROJECT Re-READ 2.0

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The Project Re-READ 2.0 aims to contribute to
DepEd’s goal of developing holistic learners
with 21st Century Skills by improving the
reading ability of learners
across key stages.
 SPECIFIC OBJECTIVES
KEY STAGE 1: Equip learners with fundamental literacy skills and competencies
needed for academic success in the succeeding key stages

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KEY STAGE 2: Provide learners avenues for enhancement and application of learned
literacy competencies to varied content areas in preparation for academic demands of
high school

KEY STAGE 3: Equip learners with the skills and competencies to interpret, evaluate
and represent information within and between learning area text texts and discourses,

KEY STAGE 4: Develop ability of learners to apply reading skills to a wide range of
materials and integrate information representing multiple and potentially conflicting
perspective, using multiple criteria and generating inferences across distant pieces of
information to determine how the information may be used.
LANGUAGE ARTS CURRICULUM DOMAINS

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 PROJECT
Re-READS 2.0 Holistically Developed Learners with 21st Century Skills
Conceptual
Framework
Improved Reading Ability of Learners

Flexible Flexible Teaching and Learning Professional

Assessment Reading Instruction Materials Development Programs
& Intervention

Key Stage 1 Key Stage 2 Key Stage 3 Key Stage

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
multiple and potentially conflicting
competencies needed literacy competencies to represent information perspective, using multiple criteria and
for academic success varied content areas in within and between generating inferences across distant
in the succeeding key preparation for academic learning area text texts pieces of information to determine how
stages demands of high school and discourses the information may be used.

Bridging Reading Gaps

Community Research & Rewards and Monitoring &

Partnership Development Recognition Evaluation
IMPLEMENTATION
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GUIDELINES
JAY J. GALLEGOS
Education Program Supervisor, English
A. GENERAL GUIDELINES
1. All elementary and secondary schools shall align their
reading initiatives, advocacies, and activities with DepEd
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Memorandum No. 173, s. 2019, Hamon: Bawat Bata Bumabasa
(3Bs) Initiative.
2. The different distance learning delivery modalities described
in DepEd Order No. 12, s. 2020 or the Adoption of the Basic
Education Learning Continuity Plan (BELCP) in Light of the
COVID-19 Public Health Emergency shall be adopted in the
conduct of reading assessment, reading instruction, and
reading intervention.
3. The health and safety guidelines mandated by the IATF, local
health authorities, and LGUs shall be strictly observed in the
implementation of reading programs at all governance levels.
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4. Schools shall integrate Reading/ Literacy Time in their
Classroom Program for at least 30 minutes per week.

5. Learning resources and teaching-learning delivery modalities

in reading should be tailor-fitted to learner’s context and
available resources for home-based learning.
6. All projects and activities relative to reading instruction and
intervention should be captured in Enhanced School
Improvement Plan (eSIP), Annual Improvement Plan (AIP), and
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Basic Education Learning Continuity Plan (BE-LCP).

7. Partnership initiatives in reading should be in consonance

with the Brigada Pagbasa Framework.
6. All projects and activities relative to reading instruction and
intervention should be captured in Enhanced School
Improvement Plan (eSIP), Annual Improvement Plan (AIP), and
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Basic Education Learning Continuity Plan (BE-LCP).

7. Partnership initiatives in reading should be in consonance

with the Brigada Pagbasa Framework.
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PROFILING OF LEARNERS
A. SPECIFIC GUIDELINES
1. Profiling of Learners
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1.1 All learners shall take the reading assessment test to be
administered in schools from October to November 2021.
1.2 Early Grade Reading Assessment (EGRA), Early Language
Literacy and Numeracy Assessment (ELLNA), and Functional
Literacy Assessment (FLA) shall be used for Grades 1-3.
Other contextualized or school/district-developed reading
assessment tool may be used provided they assess the
following primary skills:
 Sub-task What is Assessed
Letter Name Knowledge Ability to name letters of the alphabet
Letter Sound Knowledge Knowledge of the sound of each letter
Initial Sound Discrimination Ability to identify the first sound of each letter

Familiar Word Reading W

Ability to read familiar or high frequency words

Oral Reading Fluency Passage and Ability to quickly and accurately read and connected text
Oral Reading Comprehension on a page and answer comprehension questions about
what has been read.

Listening Comprehension Passage Ability to listen and understand a passage being read.

Dictation Ability to spell and follow mechanics of print such as

spacing and direction of text, capitalization and
punctuation.
1.3 The Philippine Informal Reading Inventory (Phil IRI) shall be
used in Grades 4-6. The Phil-IRI is a tool for measuring and
describing reading performance composed of passages
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designed to determine a learner’s reading level both in
English and Filipino.

1.4 School-initiated/prepared reading assessment tests shall be

used in Junior High School and Senior High School. The
reading assessment test will focus on reading comprehension
skills.
1.5 The School Head/OIC-School Head and School Reading
Coordinator shall take the lead in collecting the results of the
profiling of learners. The gathered data shall serve as
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baseline data in the preparation of the school-based reading
program.
1.6 The flexible reading assessment strategies like the use of
online reading assessment, audio/video recording, and
phone calls may be used. Schools may utilize other
strategies/ modalities in reading assessment provided these
are adaptive to learner’s context and compliant with health
and safety guidelines.
Presentation of Geomel Jetonzo
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READING INSTRUCTION
& INTERVENTION
2. Reading Instruction and Intervention

2.1 School-based Reading Program in K to 6 in English and

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Filipino shall focus on the least learned reading skills of
learners with emphasis on the six (6) elements of reading:
• Oral language
• Phonological awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension
2.2 The School-based Reading Program in JHS and SHS shall
focus on vocabulary, fluency, and comprehension with
emphasis on literacy across disciplines or Content Area
Literacy (CAL). W
2.3 The following modalities in the conduct of reading instruction
and intervention shall be adopted based on the available
resources of learners at home as reflected in the results of
the enrolment survey:
 Modality Category of Learners
Online (Synchronous and Category 1: Learners with gadgets and stable
Asynchronous) internet connection
Digital Modular and
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Category 2: Learners with gadgets but with
TV/Radio-Based Instruction limited internet connection
Radio-Based Instruction and Category 3: Learners with radios at home but
Modular no internet/phone signals
Print Modular Category 4: Learners with no gadgets and
internet/phone signals at home.
2.4 Radio-based instruction and TV-
based instruction are highly
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recommended as forms of modalities
in reading instruction and intervention.
2.5 Learners may receive either printed or video/digital
materials. If a learner has no device to play the
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instructional videos, he will be provided with printed
materials. The Parent’s Guide will give step-by-step
procedure on how to utilize the materials in the
absence of face-to-face interaction with the teacher.
2.6 Audio/video reading materials shall feature
interactive activities that will ensure that
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learners shall move from one reading level to
another. The audio/video will be based on
current trends and established theories in
reading instruction.
2.7 The teachers will also be given materials, both printed and
digital on literacy instruction. The materials will give
teachers a comprehensive discussion on the teaching of
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2.8 The learners’ resource materials shall be based on the Big
6 of Reading Education. A specific set of materials shall be
given to learners based on their reading ability or level of
proficiency.
TEACHING AND LEARNING
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MATERIALS
MARIA CRISTINA A. ACOSTA, PhD
Education Program Supervisor, LRMS
3. Teaching and Learning Materials
3.1 Prior to the development of learning resources in reading,
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a learning resource mapping shall be conducted from
schools to the division level to determine the LR gaps in
reading.

3.2 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.
3.3 In the SDO level, the Education Program Supervisors In-
Charge of English, Filipino, and MTB-MLE shall take the
lead in the development of learning resources in reading.
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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.
3.4 Schools shall harvest all supplementary materials, either
print or non-print, available in the LRMDS, DepEd TV,
DepEd Radio, Radyo Eskwela sa Isabela, and DepEd
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Commons. These materials must be accessible to learners,
so they can read in their free time.

3.5 Schools are enjoined to create their School Reading

Committee for the Production and Reproduction of reading
materials that will take the lead in consolidation, printing,
and reproduction.
3.6 The teaching and learning materials shall include the
following:

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3.6.1 Learning Package for Teachers on Beginning Reading Instruction
3.6.2 Learning Package for Teachers on Literacy Instruction Across Grade Levels
3.6.3 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.
3.6.4 Learning Materials for Learners across Grade Levels
3.6.5 Parent’s Manual on Literacy Instruction which will serve as guide of home
tutors and parents in teaching reading.
3.7 The existing policy guidelines in the development and
evaluation of learning resources shall be followed.

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3.8 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.
IMPLEMENTING GUIDELINES

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❑CAPACITY BUILDING ACTIVITIES
❑RESEARCH AND DEVELOPMENT

MARIETESS B. BAQUIRAN, PhD

Education Program Supervisor, Filipino
4. CAPACITY BUILDING ACTIVITIES

4.1 The professional development program shall be aligned

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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.
4.2 Teachers handling reading classes shall take the
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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.
4.3 The School Reading Coordinator and Assistant School
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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.
4.4 The School Head/OIC-School Head shall present the results
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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.
4.5 The School Head/OIC-School Head shall design, develop,
and implement appropriate capability building activities
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4.5.1 Reading Teachers
4.5.2 Reading Volunteers
4.5.3 Reading Home Tutors
4.5.4 Parents/guardians.
4.6 The Capability Building Activities shall focus on the
following topics, but schools can design their own CapB
activities based on the specific needs of their teachers:
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4.6.1 Teaching Beginning Reading Using Marungko and
Fuller Approach
4.6.2 Functional Literacy Assessment Tool
4.6.3 Strategies in Teaching Beginning Reading
4.6.4 Strategies in Teaching Key Domains of Literacy
4.6.5 Strategies in the Development of Content Area
Literacy (CAL)
5. RESEARCH AND DEVELOPMENT

5.1 The Schools Division Office in coordination with the

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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:

5.1.1 Reading Proficiency of Learners across Key Stages

5.1.2 Effective Teaching Reading Strategies in line with
Distance Learning
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5.1.3 Profile and Instructional Competence of K to 3 Reading
Teachers
5.1.4 Effective Reading Assessment Tools and Strategies
5.1.5 Effective Strategies in Building Reading Gaps
5.2 With full support of the school heads, teachers will
disseminate and utilize their research through existing
mechanism, such as but not limited to:
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5.2.1 Learning Action Cell (LAC). The LAC Session
may be maximized by sharing the results of ongoing
and/or completed research. These may serve as inputs
for teachers in their respective teaching and learning
strategies in reading.
5.2.2 In-Service Training (InSET). The training design
may include discussions on research results and how
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these can be utilized.

5.2.3 School Governing Council (SGC). Research

results in reading and proposed actions can be
presented during school planning and monitoring
activities.
5.2.4 Enhanced School Improvement Plan (eSIP)/
Annual Implementation Plan (AIP). Research
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results in reading may be incorporated in the SIP.
School planning activities may bring forth possible
research topics. These may also be plotted as research
initiatives in the SIP and AIP.

5.2.5 School Report Card (SRC). Reading

interventions made as a result of action research may
be included in the SRC.
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5.3 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.
IMPLEMENTING GUIDELINES

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SUPPORT SYSTEM
PARTNERSHIP INITIATIVE
MARIA ROSANNA A. DAUIGOY
SENIOR EDUCATION PROGRAM SPECIALIST, SMAN
6. SUPPORT SYSTEM AND PARTNERSHIP INITIATIVES

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6.1 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
6. SUPPORT SYSTEM AND PARTNERSHIP INITIATIVES

6.1 The Schools Division Office, District Offices and schools

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

6.2 Schools are enjoined to intensify initiatives for the Brigada

Pagbasa which will serve as a platform to synergize
efforts and resources to address education-related
challenges especially on literacy and numeracy.
6.3 The District Head and the school heads shall tap Brigada
Pagbasa volunteers who will serve as volunteer
readers/tutors:

•
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community professionals;
• teacher-applicants;
• LGU and Barangay Officials;
• education graduates;
• SK officials; and
• GPTA officers
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6.4 Prior to the engagement of Brigada Pagbasa volunteers,
an Orientation on Child Protection Safeguard Management
Policy shall be conducted to ensure that all volunteers are
aware of the Child Safety Protocols that must be followed
in the conduct of reading interventions.
6.5 The Stakeholder Engagement Strategy outlined in DepEd
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Memorandum No. 48, s. 2021 titled 2021 Brigada Eskwela
Implementing Guidelines shall be adopted to generate
support from stakeholders in terms of volunteer work or
financial/material resources for the School Reading
Program.
IMPLEMENTING GUIDELINES

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• REWARDS AND RECOGNITION
• MONITORING AND EVALUATION
• READING PROGRAM TEMPLATES

JAY J. GALLEGOS
Education Program Supervisor, English
7. REWARDS AND RECOGNITION

7.1 In recognition of the invaluable efforts and means in

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increasing learning outcomes of key players in the
implementation of the reading program, the following
awards shall be given:
• Most Outstanding Reading Teacher
• Most Outstanding School Reading Coordinator
• Most Outstanding District Reading Coordinator
• Zero Non-Reader Class
• Best Implementing School of 3Bs Initiative
7.2 Schools that meet all reading standards in each grade level
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shall be awarded with the SEAL OF EXCELLENCE IN
READING EDUCATION.

7.3 District Offices will be given the status of CENTER OF

EXCELLENCE IN READING EDUCATION if at least 90
percent of their schools are awarded with Seal of
Excellence in Reading Education.
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MONITORING AND
EVALUATION
School Level
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The School Monitoring Team, composed of School Head, Head
Teacher, Reading Coordinators, Master Teachers shall do the
monitoring quarterly of each school year. All issues and
concerns identified must be properly addressed in the
improvement of the reading program for the next school year.
District Level
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The District Monitoring Team, composed of the PSDS/DIC,
District Reading Coordinator, and District ELLN Coordinator
shall do the monitoring and evaluation on quarterly . Results
of the M&E shall be used in the improvement, adjustment, and
redesigning of the District Reading Program.
Division Level

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The Division Monitoring Team composed of the Education
Program Supervisors, Legislative District Coordinators,
PSDSs/DICs, and Senior Education Program Specialist in
Monitoring and Evaluation, shall do the M&E on the first week
of the Second Grading Period. Results of the M&E shall be
bases of the CID in providing appropriate technical assistance
to schools and district offices in the implementation of a
flexible reading program.
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TEMPLATES
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Thank You!