Republic of the Philippines

Department of Education
Region V
SCHOOLS DIVISION OF CAMARINES SUR
BOLO NORTE HIGH SCHOOL
Bolo Norte, Sipocot, Camarines Sur

A. TITLE: Project “READER”

(Revitalizing Enrichment Activities to Develop Empowered Readers)

B. RATIONALE:

Reading is undeniably an indispensable tool towards learning. It serves as the building

block for learning, regardless of the subject, and is considered a pre-requisite to any other skill.
In other words, no significant progress in learning will take place without having acquired this
skill. Thus, just like any other fundamental skill, the development of reading should be given
priority.

The previous school years had been a tough experience for our learners. The blended
and home-based learning modality had caused learning gaps which educators try to address
nowadays. Today, as more schools are opening their doors for face to face modality, the
Department of Education mandated public elementary and secondary learning institutions to
craft and materialize its Learning Recovery and Continuity Plan (LRCP). This is why the Program
Raise BNHS-LN which stands for “Building and Nurturing Holistic Students along Literacy and
Numeracy” was proposed.

As part of the school’s Program Raise BNHS-LN, Bolo Norte High School’s (BNHS) English
Department came up with the Project READER which stands for “Revitalizing Enrichment
Activities to Develop Empowered Readers.” This is also a continuation of and a support project
to “Brigada Pagbasa Program” which also commenced during the opening of Brigada Eskwela or
the National Schools Maintenance Week. This project will serve as a response to the call of
producing learners who are functionally literate through strengthening reading skills. This goal
will be carried out through identifying non-readers and frustration level readers, and subjecting
them to remedial reading interventions. Further, meaningful enrichment lessons and activities
will also be conducted for all of the students in each grade level to ensure that that the
institution will be able to develop more empowered readers.

C. OBJECTIVES:

This project aims to accomplish the following objectives:

1. Eradicate non-readers and lessen the number of learners falling under frustration
reading level;

2. Develop more empowered readers by strengthening remedial/reading interventions

and conducting creative and meaningful enrichment activities on reading; and

3. Uphold the Department of Education’s goal of producing functionally literate

individuals through the realization, institutionalization, and success of this project.
D. EXPECTED OUTCOMES, BENEFICIARIES, AND IMPACT IN EDUCATION

The expected outcomes of this project along reading/literacy are the following:
eradicate non-readers, lessen if not eradicate the number of frustration level readers, and
develop independent and empowered readers. Along learning outcomes, it also aims to
increase the percentage of independent readers and elevate the literacy level of students of
BNHS.

The main beneficiaries of this project are the non-readers, if there are, and the learners
who fall under frustration reading level. They will undergo intensive remedial reading
/intervention activities to boost their ability to read and comprehend as the basic requirements
in reading. The indirect beneficiaries are the learners under Instructional and Independent
levels whom will also be given enrichment lessons, activities and drills to achieve mastery of the
skill.

As to its impact to education, the program will serve as an answer to the Global
Sustainable Development Goal 4 as it abides by the United Nations’ educational goal. Through
educational programs like this, that aim to strengthen literacy skills, the institution will be able
to “ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all.”

E. ACTIVITIES, STRATEGIES/METHODOLOGY

ACTIVITIES/STRATEGIES TIME FRAME PERSONS INVOLVED

A. Pre – Implementation

Focus Group Discussion (FDG) with Third Week of August Proponents/English Teachers
English Teachers 2022

Preparation of the Project Proposal Third Week of August English Coordinator/ Brigada
2022 Pagbasa Coordinator

Seeking of Approval for the Project Fourth Week of August Proponents/English Teachers
Proposal 2022

Preparation, Validation, Fourth Week of August Proponents/English Teachers

Finalization and Reproduction of 2022
Testing Materials

B. During Implementation

Conduct of the pre-test to Grades First Week of Proponents/English

7-12 Students September 2022 Teachers, Learners

Determining students reading level Second Week of

through analysis of scores September 2022 Proponents/English Teachers

Conduct of reading remediation Year-round, Every ICL

lessons to frustration level readers Period for each English Proponents/English
and enrichment lessons for those Class Teachers, Learners
instructional level and independent
level readers
Monitoring of the learning Proponents/English
progress of the students Every End of the Month Teachers, Learners

Conduct of progress monitoring of School Head

the project Every End of the Proponents/English
Quarter Teachers,

Conduct of Post-test to Grades 7- Proponents/English

12 Students Month Before the End Teachers, Learners
of The School-Year
(March 2022)
C. Post-Implementation
School Head
Evaluation of the project Proponents/English
outcomes, preparation of April 2022 Teachers,
accomplishment reports,
submission of the terminal report

F. DETAILED BUDGET/FINANCIAL PLAN

 Budget: Php 500.00 (tarpaulin/standee)

 Sources of Funds: MOOE for instructional materials and supplies

G. PERSONS INVOLVED/WORKING COMMITTEE

WORKING COMMITTEE

Preparation of the project proposal – MELISA MARIE N. CLORES

Subject Area Coordinator
Minutes of Meeting/FGD - LYKA ANGELU MATILLA-BORJA
English 7 Teacher
Preparation of Testing Materials -

Grade 7 - Lyka Angelu Matilla-Borja

Grade 8 – Anne Patricia N. Rosales
Grade 9 – Salvador C. Clores
Grade 10 – Maria Faye A. Alvaro
Grade 11 – Avelino E. Manuel Jr.
Grade 12 – Melisa Marie N. Clores

Validation and Finalization of the Testing Materials – English Teachers

Conduct of Reading Remediation and Enrichment Activities in Reading for Each Grade Level
- Respective English Teacher for Each Grade Level
Documentation – All English Teachers

Preparation of the Narrative/Terminal Report - MELISA MARIE N. CLORES

Subject Area Coordinator
Terms of References

Committee Function
Instructional  Responsible for crafting the criteria for determining the face and
Material School content validity of the testing materials
Validation  Ensure the validity of the testing materials before the conduct of
Committee the pre-test and post-test in reading

H. Monitoring & Evaluation Plan

Activities Schedule Outcomes Monitoring

Personnel

Meeting with all the Third Week of Notice and minutes of School Head and
Teachers handling August the meeting, English Coordinator
English Subjects Attendance Sheet,
Picto-Narrative

Preparation and Approved Project School Head

submission of Third Week of Proposal
proposal August

Planning of schedule Notice and minutes of School Head and

of activities the meeting, English Coordinator
Fourth Week Attendance Sheet,
Picto-Narrative
Action Plan

Preparation, School Head, English

School Validation
validation, Coordinator, and
Committee on
Fourth Week Instructional
finalization, and Instructional/Testing
reproduction of the Material Validation
Material with terms
testing materials Committee
of Reference,
properly Filled-Out
Validation Tool

Conduct of the pre- School Head and

Attendance Sheet
test English Coordinator
First Week of Answer Sheets, and
September Picto-Narrative

Conduct of School Head and

Attendance Sheet English Coordinator
Remediation and Year-round Answer Sheets, and
enrichment
Picto-Narrative
Lesson Plans
School Head and
Monitoring on the
Progress Monitoring English Coordinator
conduct and progress Every end of the
Tool
of the Project quarter
Progress Monitoring
READER
Report School Head and
 English Coordinator
Conduct of the post- Month Before the Attendance Sheet
test End of The School- Answer Sheets, and
Year Picto-Narrative
(March 2022) Lesson Plans
School Head and
M&E Reports, English Coordinator
Evaluation of the April 2022 Accomplishment
project outputs and Reports, Project
outcomes, Report
preparation of
accomplishment
reports, and
submission of report

I. Sustainability

This project will be sustained through the combined efforts and continuous cooperation
of the English teachers, the students, and the school administration on institutionalizing its
implementation. Monitoring on the progress of the project will be regularly conducted, at least
quarterly, to make sure it is properly implemented for a period of three consecutive years.

Prepared by:

MELISA MARIE N. CLORES MARIA FAYE A. ALVARO AVELINO E. MANUEL JR.

English Coordinator/ Subject Teacher, G-10 English Subject Teacher, G-11 English
Subject Teacher, G-12 English

SALVADOR C. CLORES ANNE PATRICIA N. ROSALES LYKA ANGELU MATILLA-

BORJA
Subject Teacher, G-9 English Subject Teacher, G-8 English Subject Teacher, G-7 English

Approved:

GERALDINE B. ABERGOS, Ed. D.

Secondary School Principal II
 Republic of the Philippines
Department of Education
Region V
SCHOOLS DIVISION OF CAMARINES SUR
BOLO NORTE HIGH SCHOOL
Bolo Norte, Sipocot, Camarines Sur
S/Y 2021-2022