1. Republic of the Philippines
Department of Education (DepEd)
Region VIII (Eastern Visayas)
Division of Leyte
Burauen North District
CATAGBACAN ELEMENTARY SCHOOL
oOo
ACTION PLAN ON READING REMEDIATION FOR STRUGGLING READERS
SY: 2021-2022
Phases of the
Action Plan
Goals and Objectives Activities/ Strategies
Person
Involved
Resources Needed
Time
Frame
Success
Indicator
Phase I:
SELECTION
and
ORIENTATION
1. To conduct diagnostic test
on reading (Oral reading with
comprehension question)
1. Selection and
Identification of students
who will
undergo on the
Remedial Reading
Class
School Head,
and Class
Adviser
Phil-Iri Reading Passages,
Developing Reading Power
Reading Materials and Test
Questionnaire
September
2021
95% of the reading
level of the pupils
have been identified.
2. To give orientation a
nd
background on the remedial
reading to students and
parents to support and
stimulate students love for
reading.
2. Orientation of parents
and students through
sending communication
letters, limited f2f
conference and
conversation with
adherence to IATF
protocols
Class Adviser
Master Teacher
Students, and
Parents
Letter to IATF
Letter to Parents
Contact Details
Pictorials, ACR &
attendance
September
2021
100% of the parents
and students
oriented and
familiarized on the
reading program.
3.To prepare multi - level
reading materials for struggling
readers from grade 1 to 6
3.Printing, compiling, and
creating the reading
materials for grade 1 to 6
Class Adviser
Master Teacher
School Head
Printer, bond paper, ink
Reading passages (Phil IRI
& DRP)
MTB – MLE Reading
Materials for key stage 1
October
2021 – July
2022
100% of the reading
materials were
compiled and printed

2. Phases of the
Action Plan
Goals and Objectives Activities/ Strategies
Person
Involved
Resources Needed
Time
Frame
Success
Indicator
4.To set schedule for the
conduct of remedial reading
instruction
Group learners according to
their reading level
Scheduling of learners
Class Adviser
Master Teacher
School Head
List of learners October
2021 –
June 2022
100% of the learners
were informed of
their schedule
Phase II:
CONDUCT
1. To assess the reading
level of the identified
students through giving
Pre-test
2. To increase and improve
the reading proficiency of
students by presenting
engaging activities
1. Assessment of students’
reading level by giving Pre-
Test
2. Adoption of Reading
Intervention such as:
 Vowels for books
 Marungko
I Love Reading Program
A Page A day
Marungko Approach
 Audio Video Lesson
Teach the four skills of
Phonemic Awareness
- Rhyming
Sounds
- Blending
Sounds
School Head,
Teacher, and
Students
Class Adviser,
Parents and
Students
Remedial
Reading
Teacher, and
Students
Remedial
Reading
Teacher, and
Students
Pre-Test Questionnaire
Phil-iri Materials
 Oral reading of
the story
 Answering of
comprehension
Questions
a. Basic Sight Words on
Charts
b. Printed story
materials
c. reading materials and
story in booklet
d. Utilization of TV-audio
video lesson
flashcards/chart
flashcards/chart
books
1st week of
October
2021
October
2021 to
June 2022
October
2021 to
June 2022
Reports and
Students Profile
on Reading
Diagnosis
100% level of
Participation ofthe
students and
cooperation of
parents

3. Phases of the
Action Plan
Goals and Objectives Activities/ Strategies
Person
Involved
Resources Needed
Time
Frame
Success
Indicator
e.g. b-a-t
-Matching Sounds
-Segmenting Sounds
 Decode words
by word families
- short vowel
sounds short e,
a, i, o, u in CVC
pattern
- long vowel
words with silent
e ending in
CVCe pattern
- words with
vowel
diphthongs ay,
ai, oa
- consonant
digraphs ch, sh
- consonant
blends (initial
and final)
consonant clusters
 Decode words
- Word sorting
and hunting
- Reading/writing
rhymes
- Manipulation of
onset/rime
Remedial
Reading
Teacher, and
Students
Remedial
Reading
Teacher, and
Students
chart,flashcard,big
books,small books

4. Phases of the
Action Plan
Goals and Objectives Activities/ Strategies
Person
Involved
Resources Needed
Time
Frame
Success
Indicator
Building words and
manipulating their
beginning, middle and
ending phonemes
using finger and blocks
chart,flashcard,big
books,small books
3. To intensify reading
abilities and encourage a
sense of personal
responsibility for students
one’s own progress.
3. Practicing reading
everyday with the
guidance of the
parents, sisters,
,brothers or learning
facilitators
Student, Class
Adviser,
Parents and
Relatives
Suited reading materials,
DRP-Developing Reading
Power
and Evaluated reading
materials by the school and
district.
October
2021 to
June 2022
100 % of the
pupil’s reading
skills have been
enhanced through
varied activities.
4. To intensify the support
and cooperation of parents
and guardian on the
reading program
Providing and using the
printed short stories and
other literacy types of
additional instructional
materials at home.
Student, Class
Adviser,
Parents and
Relatives
Reading books, short stories
and other literacy types of
additional instructional
materials.
October
2021 to
June 2022
100% of
Participation ofthe
students and
cooperation of
parents
To conduct monthly ORAL
READING TEST
To track pupils reading
performance through Home
Visitation
Limited Tutorial &
Video call
Class adviser
School Head
Master
Teacher
Suited reading materials,
DRP-Developing Reading
Power
and Evaluated reading
materials by the school and
district.
October
2021 to
June 2022
100% of leaners
were tested
100% of the
teachers
submitted their
ORPT report
Phase III:
MONITORING
AND
EVALUATION
1. To evaluate the
improvement of the
students’ reading
proficiency.
Evaluation of students’
reading level
School
Head
Class
Adviser
Master
Teacher
and
Students
Reading Test Materials
Evaluated by the QA
Team
Final Post Test:Oral and
Written
Reading Test
June to
July 2022
Report on Mean
and Proficiency
Level

5. Prepared by: NOTED:
__________________ _______________
Master Teacher School Head
Approved:
GINA P. NASINOPA
Public Schools District Supervisor
Phases of the
Action Plan
Goals and Objectives Activities/ Strategies
Person
Involved
Resources Needed
Time
Frame
Success
Indicator
To recommend different
reading activities and continue
love for reading.
1.Suggesting and
providing reading
activities for distance
learning
School
Head,
Master
Teacher
Student,
Class
Adviser and
Relatives
-Reading books and short
stories.
- Printed poem
-Video materials
-Audio Materials
-E - library
For next
school year
95% of the
parents and
students
continue
practicing
reading

6. Republic of the Philippines
Department of Education (DepEd)
Region VIII (Eastern Visayas)
Division of Leyte
Burauen North District
CATAGBACAN ELEMENTARY SCHOOL
ACTIVITY ACCOMPLISHMENT REPORT
Program/Training Title: READING INTERVENTION ON IDENTIFIED STRUGGLING
READERS
Chairman: RYAN R. TONIDO
Participants: Catagbacan ES School Headand Teachers
School: Catagbacan Elementary School
Duration: June 29, 2021
Location: Brgy. Catagbacan Burauen ,Leyte
I. Narrative/Executive Summary
Background and Rationale
Reading is a number of interactive process between the reader and the text in which
the readers use their knowledge to build, create and to construct meaning.
Catagbacan Elementary School has 21 out of 124 learners was identified with poor
reading ability. Because of this result through the conduct of PHIL-IRI pretest, the school
made an intervention to address the needs of the learners.