II.

ACTION PLAN
ILIGAN CITY EAST NATIONAL HIGH SCHOOL
STA. FILOMENA, ILIGAN CITY

ACTION PLAN FOR READING HUB

JUNIOR HIGH SCHOOL
FRUSTRATION READERS
School Year 2020-2021

RATIONALE:
The primary goal of the Department of Education is to let every child read and comprehend regardless of social economic conditions
and educational needs or incapacities. Our school aims to meet the standard of the Project CNR (Care for NorMin Readers). This goal for each
of our children is based upon the need for them to enter the world of skilled individuals with a strong love of reading. Proficient in reading is the
key to independent learning which has also a direct effect on development in all areas of the curriculum. We want also our children to be
‘readers’, not merely children who can read. We will give assurance that all children have equal access to the curriculum, regardless of gender,
ethnicity, religion or ability.
GENERAL OBJECTIVE:
Strengthens the skills in reading comprehension, critical thinking, grammar, speaking, and writing. It also promotes the appreciation and
the love for reading.

TIME FRAME LEARNING OBJECTIVE STRATEGY/ APPROACH MATERIALS PERSONS EXPECTED

INVOLVED OUTCOME
June, 2020 Conduct a diagnostic  Administer the  Diagnostic tool: Department Result of the
test in reading PHIL-IRI PHIL-IRI Chairman diagnosis will
 Oral Test  Individual summary serve as basis in
record Reading categorizing
Coordinator students’ reading
ability level and
Language also in developing
Teachers a remedial reading
program
Students

Guidance
Counselor
July, 2020 Reinforcement of the  Dialog  Teacher-made Difficulties in word
following skills:  Poem reading exercises Language recognition,
  Word recognition  Handouts for poems Teachers and syllabication and
 Syllabication  DISTAR STORIES students stressing of the
 Proper stressing words will be
of the words addressed
(DISTAR accordingly and
APPROACHES) will be corrected.
August – Reinforcement of the  Individual oral  Worksheets Students with
September, 2020 following skills: reading of the words  SRA Reading kit Language difficulties in
which are difficult to Stories in slides with Teachers and enunciating the
 Proper enunciate follow up questions students words vowel
enunciation of the  Sentences and (DISTAR STORIES, sounds and words
words (words with paragraphs reading INTERVENTION with /th/, /f/, and /v/
vowel sounds) STORIES sounds will be
 Proper  corrected.
enunciation of the 
words (words with  The Vieter Triangle Students will be
th, f, and v guided with words
sounds) with multiple
 Context clues meanings and
(reading between unfamiliar
the lines) meanings.
 Words with
multiple meaning
(DISTAR
APPROACHES)
October -  Short story  SRA Reading  SRA Reading kit
November, 2020 reading  Time pressured  Stories in slides with Language Students with
 Graded speed stories follow up questions Teachers and difficulties in
and  Choral reading (DISTAR STORIES, students reading
comprehension INTERVENTION comprehension
test STORIES will be addressed
 Conduct mid-  Rubric gradually
assessment on
students’ reading
efficiency
((DISTAR STORIES)
December, 2020  Administer the  Short stories  Philippine Children
– February, 2021 second part of the reading Literature Language Students will be
reading instruction  Group Story telling (Philippine folk Teachers and interested in
 Reinforce the  Poem reading stories or Philippine students reading stories.
least mastered Myth)
skills of the  SRA Reading kit Students will be
students  Stories in slides with able to gradually
(DISTAR STORIES) follow up questions comprehend the
(DISTAR STORIES, stories they have
INTERVENTION read.
STORIES
 Rubric
March, 2020  Conduct a  Administer the  Diagnostic tool: Department
post test in Phil-IRI PHIL-IRI Chairman 80% of the readers
reading  Oral test  Individual with difficulties in
 Graded speed  Short stories summary record Reading reading had
and reading with  Stories in slides Coordinator improved their
comprehensio follow up with follow up reading skills.
n test questions questions Language
(DISTAR STORIES) (DISTAR Teachers
STORIES, Students
INTERVENTION
STORIES Guidance
Counselor

Prepared by: Reviewed by: Approved by:

Ryan S. Casas Daisy B. Gentiles Josephine G. Regis.

Teacher English Department Chairman, Designate School Principal I
 ILIGAN CITY EAST NATIONAL HIGH SCHOOL
STA. FILOMENA, ILIGAN CITY

ACTION PLAN FOR READING HUB

JUNIOR HIGH SCHOOL
INSTRUCTIONAL READERS
School Year 2020-2021

RATIONALE:
The primary goal of the Department of Education is to let every child read and comprehend regardless of social economic conditions
and educational needs or incapacities. Our school aims to meet the standard of the Project CNR (Care for NorMin Readers). This goal for each
of our children is based upon the need for them to enter the world of skilled individuals with a strong love of reading. Proficient in reading is the
key to independent learning which has also a direct effect on development in all areas of the curriculum. We want also our children to be
‘readers’, not merely children who can read. We will give assurance that all children have equal access to the curriculum, regardless of gender,
ethnicity, religion or ability.
GENERAL OBJECTIVE:
Strengthens the skills in reading comprehension, critical thinking, grammar, speaking, and writing. It also promotes the appreciation and
the love for reading.

TIME FRAME LEARNING OBJECTIVE STRATEGY/ APPROACH MATERIALS PERSONS EXPECTED

INVOLVED OUTCOME
June, 2020 Conduct a diagnostic  Administer the  Diagnostic tool: Department Result of the
test in reading PHIL-IRI PHIL-IRI Chairman diagnosis will
 Oral Test  Individual summary serve as basis in
record Reading categorizing
Coordinator students’ reading
ability level and
English Teacher also in developing
a remedial reading
Students program

Guidance
Counselor
July, 2020 Reinforcement of the  SRA Reading  Teacher-made Difficulties in word
 following skills:  Poem reading exercises English teacher recognition,
 Word recognition  Handouts for poems and students syllabication and
 Syllabication stressing of the
 Proper stressing words will be
of the words addressed
accordingly and
will be corrected.
August – Reinforcement of the  Individual oral 
Worksheets Students with
September, 2020 following skills: reading of the words  SRA Reading kit English teacher difficulties in
which are difficult to  The Vieter Triangle and students enunciating the
 Proper enunciate words vowel
enunciation of the  Sentences and sounds and words
words (words with paragraphs reading with /th/, /f/, and /v/
vowel sounds) sounds will be
 Proper corrected.
enunciation of the
words (words with Students will be
th, f, and v guided with words
sounds) with multiple
 Context clues meanings and
(reading between unfamiliar
the lines) meanings.
 Words with
multiple meaning
October -  Short story  SRA Reading  SRA Reading kit
November, 2020 reading  Time pressured  Stories in slides with English teacher Students with
 Graded speed stories follow up questions and students difficulties in
and  Choral reading  Rubric reading
comprehension comprehension
test will be addressed
 Conduct mid- gradually
assessment on
students’ reading
efficiency
December, 2019  Administer the  Short stories  Philippine Children
– February, 2021 second part of the reading Literature English teacher Students will be
reading instruction  Group Story telling (Philippine folk stories and students interested in
  Reinforce the  Poem reading or Philippine Myth) reading stories.
least mastered  Rubric
skills of the Students will be
students able to gradually
comprehend the
stories they have
read.
March, 2021  Conduct a  Administer the  Diagnostic tool: Department
post test in Phil-IRI PHIL-IRI Chairman 80% of the readers
reading  Oral test  Individual with difficulties in
 Graded speed  Short stories summary record Reading reading had
and reading with  Stories in slides Coordinator improved their
comprehensio follow up with follow up reading skills.
n test questions questions English teacher

Students

Guidance
Counselor

Prepared by: Reviewed by: Approved by:

Ryan S. Casas Daisy B. Gentiles Josephine G. Regis.

Teacher English Department Chairman, Designate School Principal I
 ILIGAN CITY EAST NATIONAL HIGH SCHOOL
STA. FILOMENA, ILIGAN CITY

ACTION PLAN FOR THE READING HUB

JUNIOR HIGH SCHOOL
School Year 2020-2021

A. Diversity of Learners
Objectives Strategies/Activities Time Frame Persons Involved Indicators/Expected ALLOCATED
Outputs AMOUNT FOR
MATERIALS
USED
Improve students’ 600
1. Increase at least Expose students to Year Round Students, All communicative skills (3 reams of bond
5% on students various activities to Language Teachers both oral and written paper For printing
Performance Level develop students’ and Administrator of materials used)
in English micro-skills

2. Enhance strategies
to meet the needs
of all kinds of
learners
B. Curriculum, Content and Pedagogy
1. Maximize the Conduct SRA every Year Round Students and Lessen the percentage 800
utilization of the ICL time and DISTAR Teacher of the slow readers (4 reams of bond
SRA to improve approcahes Improve students’ paper For printing
students’ reading comprehension of materials used
abilities Year Round Above average passing including the
2. Closely monitor Enhancement Classes Students and rate reports, and
low performing Teachers student activities)
students to uphold August, 2020
quality outputs Speech Activities Use the English
3. Conduct Students and language spontaneously
enhancement teacher
 activities on correct October, 2020
sound production Individual Oral Categorize students
Reading reading level for
4. Determine the ALL GRADE LEVEL enhancement
reading September and
readiness/level of October, 2020 ( at Value the relevant use
the students Doing least twice in a of ICT
Reports/Presentation school year) ALL GRADE LEVEL
5. Integrate ICT in the
learning process December, 2020 Students and
Education Week Teachers
6. Participate to Celebration
various contest
during Education
Week

Prepared by: Reviewed by: Approved by:

Ryan S. Casas Daisy B. Gentiles Josephine G. Regis.

Teacher English Department Chairman, Designate School Principal I
 III. OBSERVATIONS AND RECOMMENDATIONS

Reading comprehension is one of the vital skills that a certain student should acquire or master. It has the greatest impact of the students’
learnings. In reading comprehension, students will have the ability to process the text and understand its meaning. If the student can understand
what he is reading, it means that he can easily integrate what he already knows and can easily apply to his daily life. In a learning institution,
reading comprehension is one of the main goals by the educators. It is the most basic foundation in learning.

According to the behaviorist theory, to learn t read, children must work through and develop a series of isolated skills. Phonics, which
teaches readers to associate letters with their sounds with the help of several reading materials. The balanced approach added that children will
be helped to develop the skills and strategies they need for reading through exposing children to a variety of reading (Schifferdecker, 2021).

On October 2020, Iligan City East National High School – Sta. Filomena, constituted a reading hub not just for learners who love to read
but most especially to students with special needs and attention in reading. It was a program by the DepEd Region X which is know as
PROJECT CNR (Care for NorMin Readers) that aims to make all learners of the region to become independent. The school conducted a
preliminary observation after the launching of the program. Data were collected based from the Phil-IRI result. After the data were collected, the
students were grouped into three groups – Independent readers, instructional readers, and frustration readers. There were several strategies
used depending on the needs of the learners. The independent and instructional readers were given materials like SRA for the enrichment. They
stayed in their classroom and were montitored by their language teachers. Students belong to the frustration readers were pulled out from their
class and sent to the reading hub. Students who were in the frustration level were also identified based from their needs. The teachers used the
one-on-one approach using the DISTAR, Phil-IRI stories, printed short stories (from the internet), and SRA KITS to address the needs of the
students.

Based from the observations conducted by the teachers, the students need to be exposed to a variety of reading materials incorporated
with a conducive environment. The reading hub has insufficient reading materials to cater the needs of the students. The reading hub needs
several reading corners like tables and chairs in order to place accordingly those students who are waiting for their turn FOR THE ONE-ON-ONE
session and those students who love to read books as their pastime. It was agreed that the reading hub will be intensified and will be gradually
funded by the school to address its needs. There shall also be linkages from the other schools so that the program of the Department of
Education about reading will be intensified.
.