Republic of the Philippines

Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
PROJECT PROPOSAL FOR INNOVATION

I. PROJECT DESCRIPTION

Project Title:
L.E.A.P.S. - Literacy Enhancement for Accelerated Progress in Students

Type of Project:
An interactive literacy program using innovative teaching tools and digital learning to
improve reading comprehension and fluency for Grade 1 students.

Project Proponent/s: Teacher III of ___________ Elementary School

Number of Beneficiaries: 103 Grade I Pupils of ________ Elementary
School
Project Beneficiaries: Grade I- Pupils and Parents of _____ Elem. School
Location of Beneficiaries: _______________, Pampanga
Date of Implementation: September 2024- April2025
Area of Project Implementation: _____________ Elementary School
Budget Requirement: None
Budget Requested: None

II. BACKGROUND/ SITUATION ANALYSIS

Improving literacy among early learners has remained a major thrust in education
systems all over the world. In addition, it has been indicated that most of the problems
that will face students all their lives are because they did not read well in early grades.
Currently, Grade 1 is a very critical phase of the life of students where skills for reading
start, including phonemic awareness, vocabulary development, and comprehension.
Without appropriate intervention and new methodologies, many students are
predestined to fall behind, leading to long-term academic difficulties.

Present levels of analysis at __________ Elementary School have revealed that a

vast majority of the Grade 1 population is not meeting grade expectations for reading
fluency and comprehension. The reasons for these challenges are connected to lack of
literacy resources at home, uneven literacy use in the home environment, and
unengaging literacy resources used in the classroom.

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
This gap should be filled with new literacies as essential to ensure that students
become effective readers upon which their success in other subjects depends.

Related Literature:
It is grounded on the recommendations of the National Early Literacy Panel (2008),
which highlighted that early literacy skills are amongst the strong predictors of later
reading success. The children who acquire these skills at an earlier age have performed
well academically eventually. According to the panel, there is a need to introduce
phonological awareness, alphabet knowledge, and print concepts in this grade and
reinforce them.

Technology and Literacy: The use of technology in literacy has been a very effective
tool in engaging young learners. According to Neuman and Roskos, interactive digital
tools, such as e-books and literacy apps, help children achieve reading fluency and
comprehension because it offers multisensory learning experiences. All these tools help
the students at different levels by incorporating personalized text, interactive features,
and instant feedback that helps the children stay motivated as they track their own
progress.

Parental Involvement: For example, several research works, such as Epstein (2018),
mention that the involvement of parents in their children's literacy development positively
affects reading achievements. If parents, for example, participate with their children in
reading activities and support literacy at home, their children will most probably enhance
their reading skills. This is essential for young readers because they require constant
practice in standardizing their foundational skills.

New Literacy Programs: Innovation, such as L.E.A.P.S. or Literacy Enhancement for

Accelerated Progress in Students, takes the research findings to ensure there are
environments that include digital storytelling applications, interactive games of phonics,
and regular communication between parents and teachers. Such programs of new
literacy do provide structured yet enjoyable learning environments for early readers;
therefore, fluency and comprehension benefit.

This provides the foundation for L.E.A.P.S., technology-based literacy interventions

targeted at the Grade 1 literacy gap in the context of increased parent involvement. Built
on a significant body of research in early literacy development, digital learning tools, and
family engagement, this project was set to generate better literacy skills and more
lifelong learning approaches.

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

PROJECT OBJECTIVE
OBJECTIVES STRATEGIES
1. Increase Reading Fluency: 1. Interactive Learning Tools: Use
Improve the reading skills of Grade apps like Epic! or ABCmouse
1 pupils through interactive and for digital storytelling and
technology-driven learning reading practice.
activities. 2. Parental Training: Provide
2. Enhance Comprehension: Develop workshops for parents on how
critical thinking and comprehension to support reading practices at
through digital story-telling apps. home.
3. Parental Involvement: Engage 3. Daily Monitoring: Track reading
parents in literacy activities to progress using reading logs
support learning at home. and app-based performance
metrics.

III. DESIRED IMPACT AND OUTCOME OF THE PROJECT

Target Outcome: By the end of the school year, at least 80% of the students will
demonstrate improved literacy, achieving grade-level reading fluency.
The L.E.A.P.S. program provides Grade 1 students with the opportunities to improve
greatly in reading fluency and comprehension using active learning and engaging
methods. Technology, used in partnership with parents, creates an environment to
develop within as well as outside the four walls of school. This limits the number of
struggling readers and increases the desired literacy rate. Students think critically, are
confident readers, and thus, serve quite adequately for academic success and lifelong
learning.
IV. RISK MANAGEMENT PLAN
Risks and Factors that may hamper or hinder the successful implementation of
project activities and achievement of project outputs

 Limited Access to Technology – Not all students or families may have the necessary
devices (tablets, smartphones) or internet access to fully participate in the interactive
aspects of the program.
 Low Parental Involvement – Some parents may have limited time or knowledge about
supporting literacy efforts at home, which could reduce the impact of the program.

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
 Teacher Training Gaps – Without proper training, teachers might struggle to effectively
use digital tools and innovative methods, hindering the program's execution.
 Student Engagement – Keeping young learners consistently engaged with the digital
tools might be challenging, especially if they lack interest or get easily distracted.
 External Disruptions – Unforeseen events like school closures or health crises could
delay or interrupt the implementation of the program.

Measures that would mitigate the adverse effects resulting from such risks
o Provide Alternative Resources– For students without access to technology, offer
printed materials or offline activities to ensure everyone can participate in the
program.
o Parental Support Programs – Organize workshops or easy-to-follow guides for
parents to help them understand how to support their child’s literacy development,
even with limited time or resources.
o Comprehensive Teacher Training– Ensure teachers receive ongoing training and
support on using digital tools and interactive teaching methods to build confidence
and effectiveness.
o Interactive and Varied Learning Tools – Use a mix of digital and hands-on
activities to keep students engaged, catering to different learning styles and
preventing boredom.
o Flexible Implementation Plans – Develop contingency plans to adapt the program
in case of unexpected disruptions, like shifting to home-based learning or adjusting
timelines.

V. PROJECT ORGANIZATION AND STAFFING

Office/Staff Designated Responsibilities Contact Person Contact Details
Math Teacher Project Proponent
Principal III Monitoring and
Evaluation
Teacher III

Master Teacher I

Master Teacher i
Implementer/
Monitoring on

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
learners progress
HRPTA Officials Monitoring

VI. ACTION PLAN

Phase of the Activities Output/ Indicators
Perso Resource Cos
Project Target n In s and t
(Date) Charg Needs
e
Pre- 1. Administratio High number Pre- Test Teache None Non
Implementatio n of Literacy or Result r e
n Activities Assessment percentage Adviser
2. Consolidatio of learners
n of Results with
and Identify numerates
the Level of level of
Numeracy numeracy
3. Prepare the
project
proposal
4. Presentation
of the Project
to the School
Head,
Master
Teacher and
Teachers
involved in
the Project
Implementatio 5. Parents’ Mastery of Daily Parent None Non
n Activities Orientation the learning Record in s and e
on the competencie ASAD and Teache
Results of s and speed Chart in r
Literacy in answering the Adviser
Assessment the Application
1. Grade questions.
Reading
Assessment) In-depht un
2. Parents’ derstanding
Orientation of the story
on the Use of

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
the
Comprehesio
n Application
3. Daily
Monitoring
( Sending of
photos of the
accomplishe
d task in
ASAD and
reading app
for practice
Post- 6. Administratio Non-Reader Post- Test Teache None Non
Implementatio n of Literacy and slow Result and r e
n Activities Assessment reader Assessme Adviser
Post-test nt made by
1. Continuous the Master
monitoring Teacher
and
implementati
on of the
project to all
grade levels

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Gannt Chart of Implementation for CY 2024

Sept. Oct. Nov. Dec. Jan Feb. Mar. Apr.

.
Pre- Implementation SEPT.
Activities
7. Administration of
Literacy
Assessment
1. Consolidation of
Results and
Identify the Level
of Literacy
2. Prepare the
project proposal
3. Presentation of
the Project to the
School Head,
Master Teacher
and Teachers
involved in the
Project

Implementation
Activities
1. Parents
Orientation on
the Results of
Literacy
Assessment
2. Parents’
Orientation on
the Use of the

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
Comprehension
Application
3. Daily Monitoring
( Sending of photos of
the accomplished task
in APAD and
Comprehension apps
for practice reading
Post- Implementation
Activities
8. Administration of
Literacy
Assessment
9.Continuous
monitoring and
implementation of
the project to all
grade levels

VII. DETAILED BUDGET REQUIREMENT

Budget Line Item Description Amount Needed Proposed Source/s

NONE REQUESTED
Prepared by: Noted:

_________________ NAME OF SCHOOL HEAD

Teacher III Principal III
Approved:
NAME OF PSDS
Public Schools District Supervisor

Recommending Approval:

NAME OF EPS
EPS- English

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Approved:

NAME OF SDS
Schools Division Superintendent

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

DIVISION MEMORANDUM

(Insert attachment)

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

PRE AND POST RESULT OF EARLY GRADE READING ASSESSMENT

INSERT DOCUMENTATION

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Sample Activity
Sample Activity for L.E.A.P.S. (Literacy Enhancement for Accelerated
Progress in Students)
Activity Title: Story Adventure!
Objective:
Enhance students' reading comprehension and fluency by actively engaging with them through interactive
storytelling and word recognition.
Materials
Tablet or smartphone with a reading app, such as Epic!, ABCmouse Copies of short stories for students who
do not have access to using a tablet or smartphone Word flashcards Comprehension worksheets
---
Procedure:
1. Introduction (10 minutes):
Read a digital storybook or a printed short story for introducing today's tale. Read out aloud some opening
lines to show kids how pacing and voice inflection can bring words alive.
2. Interactive Reading (15 minutes):
- Students read the story individually or in pairs, reading aloud with the help of the "Read Aloud" feature on
the app if possible. If using printouts, students rotate reading aloud in small groups.
- As you read, encourage students to tap on unfamiliar or tricky words to look up definitions or
pronunciations (in-app), or use flashcards to support tricky words.
3. Comprehension Questions (10 minutes):
- Reading, distribute a worksheet with 3-5 easy comprehension questions about the story (such as "Who is
the main character? What happened in the last scene of the story?").

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
- During the digital activities, use the app's built in comprehension quizzes.

4. Discussion (10 minutes):

- Gather the class to share their favorite part of the story. Use new vocabulary learned from the activity.
5. Follow-up (5 minutes):
- Give creative homework: "Draw your favorite part of the story and write two sentences about it.".
Testing Vocab Practice Spoken Language Strategies Use informal questioning.
Assessment:
Monitor students’ reading fluency through observation during the activity.
Review the comprehension worksheets to gauge understanding.
Use informal questioning to assess vocabulary retention.

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Sample Activity
Here are five simplified activities for the L.E.A.P.S. program, designed to enhance reading comprehension
and fluency for Grade 1 students:
1. Sight Word Bingo
- Objective: Reinforce recognition of sight words.
- Materials: Bingo cards with sight words, markers or chips.
- Instructions:
- Create bingo cards with different sight words.
- Call out words randomly, and students mark them on their cards.
- The first student to complete a row (horizontally, vertically, or diagonally) shouts “Bingo!” and reads the
words aloud.

2. Story Sequence Cards

- Objective: Develop comprehension and sequencing skills.
- Materials: Picture cards representing key events from a familiar story.
- Instructions:
- Read a short story to the class.
- Provide students with the sequence cards mixed up.
- Have them work in pairs to arrange the cards in the correct order, discussing each card’s event as they
go.

3. Interactive Read-Aloud

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
- Objective: Improve listening and comprehension skills.
- Materials: A selection of age-appropriate picture books.
- Instructions:
- Choose a book and read it aloud to the class.
- Pause periodically to ask questions about the story (e.g., “What do you think will happen next?” or “How
do you think the character feels?”).
- Encourage students to share their thoughts and predictions.

4. Phonics Hopscotch
- Objective: Practice phonics and word building.
- Materials: Chalk (or tape for indoor use), word cards.
- Instructions:
- Draw a hopscotch grid outside or set up tape indoors.
- Write letters or simple CVC (consonant-vowel-consonant) words in each square.
- Students hop on each square while saying the sound of the letter or reading the word aloud.

5. Partner Reading
- Objective: Enhance fluency through repeated reading.
- Materials: A selection of leveled books for pairs to read.
- Instructions:
- Pair students together and give them a book at their reading level.
- Have them take turns reading aloud to each other for a set time (e.g., 10 minutes).
- After reading, ask them to discuss what they read and share their favorite part.

These activities promote engagement and allow students to practice key literacy skills in a fun and
interactive way. Let me know if you need further modifications or additional ideas!

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

ORIENTATION
INSERT DOCUMENTATION

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Administration and monitoring of

PROJECT LEAP
INSERT DOCUMENTATION

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Administration of Literacy Assessment

INSERT DOCUMENTATION

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

Accomplishment Report
Date: [Insert Date] \
Prepared by: [Your Name/Title] \
Report Period: [Insert Duration, e.g., September 2024 - April 2025]
Program Overview
The L.E.A.P.S. program aims to enhance literacy skills in Grade 1 students through practical and creative
learning materials. Reading comprehension, fluency, and overall engagement with literacy activities are our
major objectives.
Activities Implemented
We conducted the following five activities during this reporting period:
1. Sight Word Bingo
- Objective: Identification of sight word
- Outcome: More than 85 percent showed improvement in identifying sight words through pre-
and post-evaluation of the activity
2. Story Sequence Cards
- Objective: Comprehension, sequence
- Outcome: During 90 percent of the child-led follow-up discussions, kids could tell a story by
actually using the events in proper sequence
3. Interactive Read-Aloud

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
- Purpose: Practice listening and follow through on instructions.
- Outcome: The students were highly interactive during the sessions, and there was good
capacity to predict story endings and provide personal relevance to the information.
4. Phonics Hopscotch

- Purpose: Phonics drill and word-building.

- Outcome: This activity enhanced phonemic awareness, and assessments revealed there was a
75 percent increase in the identification of sounds and simple words creation.
5. Peer Reading
Outcome: This one targeted fluency improvement through peer reading with repeated reading
outcome: Students read significantly better because 80 percent of the groups indicated feeling more
confident and having more fun reading to each other.
General Effectiveness
Increased Involvement : Over 95% of students involved throughout the entire program
Literacy Skill Progress : Average improvement in the literacy skills of all participating students
was 20%
Positive Commentation : Students and their parents responded that they enjoyed reading
immensely and wished to continue such practice at home.
Observed Malfunctions
- Time Constraints: Some activities were carried out for longer than the anticipated period. In
subsequent periods, more time will be set for every activity.
- Reading Ability Groups: It was difficult to handle students with various reading skills. The
students will be classified into ability groups in the next periods for well-informed instruction.
Next Steps
Parent Involvement: Workshops will be planned to educate parents on how to support and enhance literacy
skills at home.
- Refine Activities: Through feedback, the activities will be refined to suit various learning needs
and maximize engagement.
- Set New Targets: Set new benchmarks for literacy improvement for the following reporting
period.

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
Conclusion
We have leaped on many grounds as far as improving the literacy of our Grade 1 students is concerned in
our L.E.A.P.S. program. Still, with the continued conscious attention given to interactive learning and
student engagement, we are surely bound to jump even higher with better results next months.

NARRATIVE REPORT
Here’s a narrative report on the implementation of the L.E.A.P.S. (Literacy Enhancement for Accelerated
Progress in Students) program:

Narrative Report: Implementation of L.E.A.P.S. Program

Date: [Insert Date]
Prepared by: [Your Name/Title]
Duration of Report: [Insert Duration, e.g., September 2024 – April 2025]

Introduction
The L.E.A.P.S. program was initiated with the objective of improving reading comprehension and fluency
among Grade 1 students. The program focused on using innovative teaching tools and interactive activities
to foster a love for reading and enhance literacy skills. This report details the implementation process,
activities conducted, and the outcomes observed during the reporting period.

Implementation Overview
The implementation of the L.E.A.P.S. program began with a thorough planning phase, where specific goals
were established, and suitable activities were selected to meet the literacy needs of the students. The
program was designed to engage students through interactive learning, making literacy both enjoyable and
educational.
Activities Conducted
Over the course of the program, five core activities were implemented, each targeting different aspects of
literacy development:

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
1. Sight Word Bingo
The program kicked off with a lively game of Sight Word Bingo. This activity served as an engaging
introduction to sight word recognition, encouraging students to participate actively. Students responded
enthusiastically, and the game fostered a competitive yet collaborative atmosphere. Following the activity,
assessments indicated that over 85% of students had improved their sight word recognition.

2. Story Sequence Cards

To enhance comprehension and sequencing skills, we introduced Story Sequence Cards. After reading a
well-known story aloud, students worked in pairs to arrange picture cards representing key events. This
activity not only solidified their understanding of narrative structure but also encouraged teamwork.
Observations revealed that students were able to accurately sequence events in 90% of the cases,
demonstrating their grasp of the story's flow.
3. Interactive Read-Aloud
Interactive Read-Aloud sessions became a favorite among students. These sessions involved reading
engaging picture books while pausing to ask open-ended questions. Students showed remarkable
enthusiasm, actively participating in discussions and making predictions about the stories. This activity
significantly improved listening and comprehension skills, as many students expressed personal
connections to the material.
4. Phonics Hopscotch
To make phonics practice fun and physical, Phonics Hopscotch was introduced. Students hopped from
letter to letter while saying the sounds, reinforcing their phonemic awareness in an enjoyable manner. Post-
activity assessments indicated a 75% improvement in students' ability to recognize sounds and build simple
words.
5. Partner Reading
The final activity, Partner Reading, emphasized fluency through repeated reading. Students paired up
and took turns reading leveled books to each other. This peer-to-peer interaction not only built fluency but
also boosted confidence in reading aloud. Feedback revealed that 80% of students enjoyed reading to their
partners, reflecting a positive shift in their attitudes toward reading.
Outcomes and Impact
The implementation of the L.E.A.P.S. program resulted in notable improvements in literacy skills among
participants. Assessments conducted before and after the program showed an average increase of 20% in
reading proficiency. Moreover, the high levels of engagement—evidenced by active participation in all
activities—demonstrated that students were not only learning but also enjoying the process.

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
Feedback from parents was overwhelmingly positive, with many expressing a newfound enthusiasm for
reading at home. This involvement reinforced the program’s objectives and encouraged students to
continue practicing their literacy skills outside of the classroom.

Challenges Faced
While the implementation of the L.E.A.P.S. program was largely successful, certain challenges emerged.
Time constraints during activities often limited the depth of exploration, making it necessary to adjust future
sessions for adequate coverage. Additionally, addressing the diverse reading levels within the classroom
proved challenging, prompting a need for differentiated instruction to meet the varied needs of students.

Conclusion and Future Directions

The L.E.A.P.S. program has made significant strides in enhancing the literacy skills of Grade 1 students
through interactive and engaging activities. The positive outcomes observed during this reporting period
affirm the effectiveness of the program's approach. Moving forward, we aim to refine our activities based on
feedback, enhance parental involvement, and set new literacy benchmarks for continued progress.

In conclusion, the L.E.A.P.S. program has laid a strong foundation for promoting literacy among young
learners, fostering not only essential skills but also a lasting love for reading.

---

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

SEPTEMBER 26, 2024

NAME OF THE PRINCIPAL

Principal III
_____________, Elementary School
_____________, Pampanga

Madam:

May I respectfully ask your permission to organize and manage an INNOVATION entitled
INSERT YOUR TITLE) at ____INSERT YOUR SCHOOL___ School, Sta. Ana, Pampanga.

The objectives of this Innovation are as follows:

1. Increase Reading Fluency: Improve the reading skills of Grade 1 pupils through interactive
and technology-driven learning activities.
2. Enhance Comprehension: Develop critical thinking and comprehension through digital
story-telling apps.
3. Parental Involvement: Engage parents in literacy activities to support learning at home.

The beneficiaries in this Innovation are the Grade 3 Pupils at Sta. Lucia Elementary School.

Attached are the Project Proposal Innovation, Memo in Project AN, Results of PROJECT AN of
Grade 3 and Tools in (INSERT YOUR TITLE)

Your favorable attention and approval will be appreciated.

Respectfully yours,

_________________
Project Proponent

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

SEPTEMBER 26, 2024

NAME OF THE PSDS
Public Schools District Supervisor
Sta. Ana District

Madam:

May I respectfully ask your permission to organize and manage an INNOVATION entitled
INSERT YOUR TITLE) at ____INSERT YOUR SCHOOL___ School, Sta. Ana, Pampanga.

The objectives of this Innovation are as follows:

1. Increase Reading Fluency: Improve the reading skills of Grade 1 pupils through interactive
and technology-driven learning activities.
2. Enhance Comprehension: Develop critical thinking and comprehension through digital
story-telling apps.
3. Parental Involvement: Engage parents in literacy activities to support learning at home.

The beneficiaries in this Innovation are the Grade 3 Pupils at Sta. Lucia Elementary School.

Attached are the Project Proposal Innovation, Memo in Project AN, Results of PROJECT AN of
Grade 3 and Tools in (INSERT YOUR TITLE)

Your favorable attention and approval will be appreciated.

Respectfully yours,

_________________
Project Proponent
Noted:

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID
NAME OF THE PRINCIPAL
Principal III
Approved:
NAME OF THE PSDS
Public Schools District Supervisor

SEPTEMBER 26, 2024

NAME OF THE SUPERINTENDENT

Schools Division Superintendent
Division of Pampanga, City of San Fernando

Attention: NAME OF THE EPS

EPS- ENGLISH

Sir:
May I respectfully ask your permission to organize and manage an INNOVATION entitled
INSERT YOUR TITLE) at ____INSERT YOUR SCHOOL___ School, Sta. Ana, Pampanga.

The objectives of this Innovation are as follows:

1. Increase Reading Fluency: Improve the reading skills of Grade 1 pupils through interactive
and technology-driven learning activities.
2. Enhance Comprehension: Develop critical thinking and comprehension through digital
story-telling apps.
3. Parental Involvement: Engage parents in literacy activities to support learning at home.

The beneficiaries in this Innovation are the Grade 3 Pupils at Sta. Lucia Elementary School.

Attached are the Project Proposal Innovation, Memo in Project AN, Results of PROJECT AN of
Grade 3 and Tools in (INSERT YOUR TITLE)

Your favorable attention and approval will be appreciated.

Respectfully yours,

Elementary School
Address:
FB Page:
 Republic of the Philippines
Department of Education
REGION III
_____________________________ OFFICE OF PAMPANGA
_______________________ district
_____________elementary school
SCHOOL ID

_________________
Project Proponent

Noted:

NAME OF THE PRINCIPAL

Principal III

NAME OF THE SUPERVISOR

Public Schools District Supervisor

Recommending Approval:
Name of the EPS
EPS- ENGLISH

Approved:

NAME OF SDS
Schools Division Superintendent

Elementary School
Address:
FB Page: