Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Division of La Union
Caba District
SAN CARLOS ELEMENTAR SCHOOL

SCHOOL YEAR: 2014 - 2015

ACTION PLAN IN READING

I.
II.

GOAL: Make every child a reader.

Objectives: 1. Develop the ability to read.
2. Help the child to use reading as tool of learning.
3. Develop the desire to read as voluntary activity with the refinement of taste in reading as an end.
4. Increase the level of motivation of pupils to engage in reading stories.

III. Components of
Reading
A. Developmental
Reading
1. Reading
Readiness
(Pre-Elem and
Grade I)
2 .Initial Reading
(Grades II VI)

Situations

22 Pre-Elem and
25Grade I pupils

Inventory results
Frustration
- NR
- Syllable
-

Word

Phrase

Instructional

Target

At least 20 pupils can

produce sounds and
recognize letters every
grading period

Strategies

Story reading

Guided Reading
__ syllable readers out
of
__ turned word readers
__ out of
__ word
readers turned
phrase readers
__ phrase readers out
of
__ turned
instructional readers
__ instructional

Discussion
Skills Instruction

People Involved
District Supervisor,
Principal, Reading
Coordinator, Teachers,
Parents, Pupils

District Supervisor,
Principal, Reading
Coordinator, Teachers,
Parents, Pupils

Progress Indicator

5% increase / decrease in
all categories every
grading period

5% increase / decrease in
all categories every
grading period

Independent
2. Rapid Growth
(Grade III)

Vocabulary Skills

Speed and
Comprehension

Study Skills

Spelling
3. Period of Wide
Reading and
Refinement(Gra
des IV VI
Good Readers

Vocabulary Skills

Spelling
Appreciation skills

B. FUNCTIONAL
READING

Functional library
and reading corner

readers turned
independent readers
NOTE: 5% decrease /
increase every grading
period
10 out of 40
vocabulary words are
mastered per grading
period
Monthly increase in
speed and
improvement in
reading stories/
selection
Intensifying the use of
reading corners /
library by 30 minutes
pupils reading time
per day
Spell at least 5 words
per week
At least 15 out of 40
vocabulary words are
mastered per grading
period
Spell at least 10 words
per week
Summarize at least 3
stories per grading
period
Intensify the use of
library and reading
corner

Language skills
development
Conceptual follow
ups
Teacher directed
activities

Language Skills
Development
Personalized Reading

District Supervisor,
Principal, Reading
Coordinator, Teachers,
Parents, Pupils

District Supervisor,
Principal, Reading
Coordinator, Teachers,
Parents, Pupils

400 words are mastered

at the end of the school
year
60 vocabulary words are
mastered at the end of the
school year
400 words are mastered
at the end of the school
year

Home Reading
DEAR( Drop
Everything and Read)
Making the library
functional by
solicitation of library
materials like books,
magazines,
newspapers
Contest on the most
functional library and
reading corner

200 words are mastered

at the end of school year

District Supervisor,
Principal, Reading
Coordinator, Teachers,
Parents, Pupils

Summarized 12 stories at
the end of the school year
10 books, daily newspaper
have been solicited from
civic solicited donors
7 teachers have put up
their reading corners

C. RECREATORY
READING

Voluntary Reading

2% of the total
population of pupils
will develop voluntary
reading every grading
period

D. REMEDIAL
READING

Frustration
- NR
- Syllable
- Word
Phrase
Instructional

The __ syllable readers

of the school will learn
to read as word
readers and master
the structural analysis
of words at the end of
the first grading
The __ word readers of
the school will become
phrase readers and
will develop the ability
to read, improve
attitude towards
reading.

Independent
Periodic Assessment

Story Telling
Reading Time
Cooperative Reading /
Shared Reading
Spin-off mini books
and big books
Differentiated reading
activities
Word Analysis
Word Meanings

District Supervisor,
Principal, Reading
Coordinator, Teachers,
Parents, Pupils

2% of the total population

of pupils have developed
love for reading and
voluntary reading activity
every grading period

District Supervisor,
Principal, Reading
Coordinator, Teachers,
Parents, Pupils

No syllable readers at the

end of the school year

Maps and charts usage

Index usage,
Classifying,
Comprehension Skills
Development

Syllable readers turned

word readers, word
readers turned phrase
readers at the end of the
school year

Prepared by:
HAIDIE T. PAGADUAN
Teacher III
Noted:

ELVIRA C. ABREW
Head Teacher III

Approved:
CARMENCITA E. FOLLOSCO
District Supervisor