Republic of the Philippines

Department of Education
Region XIII –Caraga
Division of Agusan del Sur
Veruela District II
DEL MONTE ELEMENTARY SCHOOL
School ID:131902
S.Y. 2023-2024

NARRATIVE REPORT ON CATCH-UP FRIDAYS

JANUARY 12, 2024

The Department of Education introduces Catch-up Fridays, incorporating the Drop

Everything and Read (DEAR) Day initiative. Starting January 12, 2024, learners are encouraged to
engage in independent silent reading to enhance foundational, social, and relevant skills aligned
with the National Learning Recovery Program.

In line with the implementation of the National Reading Program as an integral component
of the National Learning Recovery Program (NLRP), the Department of Education implements
Catch-up Fridays.

Starting this January 12, 2024, through the Drop Everything and Read (DEAR) Day, this
initiative aims to allow learners to engage in independent silent reading of their preferred material.

Catch-up Fridays is designed to strengthen the foundational, social, and other relevant
skills necessary to actualize the intent of the basic education curriculum by focusing on the
development of learner's reading, critical thinking, analytical, and writing skills.

During the reading activities, both teachers and learners engaged in a meaningful and
active use of teaching. Activities during the reading activities were role playing as learners
visualize scenes, characters, and situation. Children solved puzzles, molded clay to recreate
characters or scenes from the text, wrote a diary journal, and think-pair/group-share. They also
sing a song or chants related to the story, played games, used flashcards to highlight words or
syllables.

From all the experiences derived through teaching reading, we can conclude that these
experiences played a great help to the reading teachers both personal and social development in
teaching.
 CATCH UP
FIDAYS NARRATIVE REPORT
EMBRACING THE
LOVE
FOR READING AT
MABANTAD SOUTH
ELEMENTARY
SCHOOL
WHAT'S IN THIS
MONTH'S ISSUE:
Catch-Up Friday
Upcoming Events
MONTHLY
NEWSLETTER
January 2024 MSES NEWS
The National Reading Catch-
Up Friday
program was a tremendous
success at
Mabantad South Elementary
School. The
pupils' enthusiasm and
participation
demonstrated the power of
reading and its
potential to spark imaginations
and inspire
brains. As the day came to a
close, the kids
exited the school grounds, their
bags heavier
with books and their heads full
of stories,
eagerly anticipating the next
Reading Catch-
Up Friday.
Drop Everything And Read (DEAR)
The Department of Education introduces Catch-up Fridays, incorporating the Drop Everything and
Read (DEAR) Day initiative. Starting January 12, 2024, learners are encouraged to engage in
independent silent reading to enhance foundational, social, and relevant skills aligned with the
National Learning Recovery Program.

In line with the implementation of the National Reading Program as an integral component of the
National Learning Recovery Program (NLRP), the Department of Education implements Catch-up
Fridays.

Starting this January 12, 2024, through the Drop Everything and Read (DEAR) Day, this initiative
aims to allow learners to engage in independent silent reading of their preferred material.

Catch-up Fridays is designed to strengthen the foundational, social, and other relevant skills
necessary to actualize the intent of the basic education curriculum by focusing on the
development of learner's reading, critical thinking, analytical, and writing skills.

JOINT ADVISORY
January 9, 2024

In line with the implementation of the National Reading Program as an integral component of
the National Learning Recovery Program (NLRP), the Department of Education, through the
Curriculum and Teaching (CT) Strand, shall implement Catch-up Fridays. This initiative is
designed to strengthen foundational, social, and other relevant skills necessary to actualize
the intent of the basic education curriculum by focusing on the development of the learners'
reading, critical thinking, analytical, and writing skills.

In view of the foregoing, all public elementary and secondary schools shall implement the
Drop Everything and Read (DEAR) Day on January 12, 2024 to commence Catch-Up Fridays.
DEAR shall provide learners with the opportunity to engage in independent silent reading of
their preferred material. Teachers are entrusted with the responsibility of ensuring that
learners actively engage in the reading session. allowing no interruptions during the reading
session nor giving of quizzes, as DEAR intends to develop independent silent reading among
learners.

DEAR shall continue to be implemented on January 19 and 26, 2024. Simultaneously, on these
dates, schools shall organize orientation sessions for teachers and other key stakeholders
regarding the implementation of Catch-Up Fridays. School heads shall prepare orientation
schedules while ensuring that the conduct of DEAR in all classes is not compromised.
Therefore, on January 19, while one group of teachers attend the orientation, the other group
shall serve as reading facilitators in the DEAR session in the classrooms, and this
arrangement shall be reversed on January 26.

For more information, please contact the Office of the Undersecretary for Curriculum and
Teaching, Department of Education Central Office, DepEd Complex, Meralco Avenue, Pasig
City through email at ouct@deped.gov.ph.

Immediate dissemination of this Advisory is desired.

MANILA, Philippines – To address learning gaps among grade school and high school students, the
Department of Education (DepEd) on Friday, January 12, began its “Catch-up Fridays” program, which
dedicates every Friday of the whole school year to reading, values, peace, and health education.

In a memorandum issued on Wednesday, January 10, the DepEd said that all schools in the country should
roll out the National Reading Program through activities such as the “Drop Everything and Read (DEAR),
Read-A-Thon, fora, and invitation of resource persons.”

“All Fridays throughout the school year shall be designated as Catch-up Fridays, with a focus on
operationalizing the National Reading Program (NRP) during the first half of the day’s schedule and on
fostering Values, Health, and Peace Education for the second half. Additionally, the Homeroom Guidance
Program (HGP) shall also be included in the Catch-up Fridays,” the memorandum read.

What is Catch-up Fridays?

According to DepEd, Catch-up Friday is a “learning mechanism intended to strengthen the foundational,
social, and other relevant skills necessary to actualize the intent of the basic education curriculum.”

The DepEd also noted that the program is not graded because “its main objective is to reinforce learning.”

Below is the sample schedule for basic education students as provided by the DepEd.

The DepEd said that teachers should engage in collaborative sessions to share best practices in
implementing Catch-up Fridays. It added that schools are “highly encouraged to forge and strengthen
stakeholder engagement” to gather support and sustain the implementation of the program.

The rollout of the learning program came after the release of Programme for International Student
Assessment (PISA) 2022 rankings which showed that Filipino students lagged behind other countries in
reading, mathematics, and science.

The Philippines ranked 77th out of 81 countries globally in the student assessment conducted by the
Organization for Economic Co-operation and Development (OECD) for 15-year-old learners.

At a meeting in Malacañang on Thursday, January 11, President Ferdinand Marcos Jr. ordered education
officials, led by Vice President and Education Secretary Sara Duterte, to improve the quality of teaching
in schools.
Narrative Report in Reading
I. INTRODUCTION
For all knows, Reading is a tool a person gets information from written letters and words. A person can read
using sight or sight or touch, such as when a vision - impaired reads Braille- method.
Reading is actually a complex, multi- part process.
Reading in classroom takes many forms, but it is often used as way of introducing grammar or vocabulary
items.
At the most basic level reading is the recognition of words from simple recognition of the individual letters and
how these letters form a particular word to what each word means not just on an individual, but as part of a text.
We can say that reading is one of the very important element of education. Understanding what we are
reading is a key and is certainly the main point of teaching reading in a class.
According to the authors of English Expressway Book; "Reading is fundamental to function in todays society,
it is a vital skill in finding a good job and is important because it develop one's mind.
It is a magical thinking to believe Janet Emig (1983) Viewpoint of teaching that , " The pupils learned because
we teach" and one of the important skills that needs to be developed in children is Reading. It can open up new
worlds and enrich live.
In most cases , there will be no special regulations involved on earth it is generic, practical or theoretical.
Perhaps, reading is important because words - spoken and written are the building blocks of life. You are now the
result of words that you learned as read.

II. IMPLEMENTATION / ACTIVITIES / OBSERVATION

May 2011 enrollment , every Grade I - Teacher in every school conducted the school Reading Assessment
(SRA) for Grade I entrants. The objective of this program is to determine the reading readiness level of the child.
Part of this activity, we teachers, can easily identify pupils, in there particular domain which they can failed
to exhibit / perform.
Pablo M. Piatos Sr. Elementary School teachers conducted from grade two to six the class reading Pre-test for
both Silent and Oral reading for English and Filipino subject last August 1 to 5, 2011.
September 26 to 30, 2011 after the eight - week curriculum ended last week of August, immediately the grade
one teachers have the Pre- test in Reading for Oral and Silent in English and Filipino subject to their pupils.
The pupils from Grade I-VI conducted reading last November 25, 2011, which was Araw ng Pagbasa. Some
teachers used the DEAR Program ( Drop Everything And Read) and Story telling / Reading.
Last December 2011, and January 14, 2012, (Mrs.) Jocelyn Ontuca District Guidance conducted Reading Test
to all grade one pupils in Pablo M. Piatos Sr. ES. Based on the consolidated Report result for all reading rest being
conducted most of the grade one pupils failed to perform read, some of the grade II to VI were not able to read with
comprehension, mostly of the pupils falls on frustration level and independent level of readers from grade one to six.

PARTICIPATION
Pupils:
Last September 29-30, 2011 was the district Read- A- Thon held at Daniel M. Perez Central ES,
Bunawan District Level. Luckily, among the ten schools in Bunawan District , P.M. Piatos Sr. ES participants got the
3rd in rank for quiz bee based on the story reading materials given. It was trained and coach by Mrs. Remedios Orit,
grade IV teachers, the participants are all grade four pupils.

Teachers:
To be an effective English or Filipino Teachers and a reading Teacher as well. The following seminars were
attended by the PMPSES teachers:
1. Emergent and Beginning Reading Training - Workshop for Grade 1, 2 and Preschool teachers held at Daniel
M. Perez CES Bunawan District last May 26 and 27, 2011.
2. District Workshop on Emergent Reading and Reading recovery held at DMPCES, Bunawan District, Davao
City last October 8 and 15,2011.
3. MID- YEAR PERFORMANCE REVIEW AND EVALUATION held last October 26-28, 2011 at Felipe Calderon
ES, Bunawan District, Davao City, Division. The said seminar were facilitator by the different speakers from different
schools in with the Bunawan District Administrator, emphasized learning competencies for effective teaching. The
specific skills constituting this competencies shall developed in communication situations using many and varied
materials to the point of mastery and of course the main purpose of those seminars are for pupils development in
reading.

III. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary:
This narrative report tells our experiences during school, district activities / seminars for Reading Program.
The knowledge, learning or insights, the experiences and learning we got is truly remarkable.
From these gestures, we the Reading Team / Teachers experience how to handle and adjust different
personalities, characters, the comprehension level of our pupils, we could say that in dealing children we should be
fair enough and have more patient for the slow learners. Through this experiences we have develop interest, loyalty
and preserverance to teach our pupil to read to eradicate non readers in class.
Conclusion:
From all the experiences derived through teaching reading, we can conclude that these experiences played
a great help to the reading teachers both personal and social development in teaching.
To have fair treatment with pupils, one can develop a whole some personality and strength the good relationship being
established with them. By using visual aid or audio visual and also using the reading center with the Reading
Instructional devices, the presentation of the lessons the pupils attention can be easily caught and deliver the lesson
every well.
Teach with a smile, develop good rapport to children, don't let them feel resistant to approach us teacher.
Encourage them to feel free to participate reading activities.
Recommendation:
Based on the preceding observations the following actions are recommended:
A. Administrators / Head Teacher / School - In- Charge must:
1. Support the reading - Teachers' need in terms of facilities, reading materials and sent teachers for seminars in
developing communication skills both English and Filipino.
2. Encourage parents to be a part of Reading Program by conducting also a seminar for parents with in the
school level.
3. Recognized the efforts of Reading - Teachers. Give encouragements and motivation for them be more inspired
and confident on the efforts she/he has made.
B. The Reading Teachers' must:
1. Update themselves with the modern techniques, methods and strategies in teaching reading with
comprehension:
2. Give ample chance and encourage pupils to articulate their ideas in class ( ex. story retelling, debate or smart
- talking).
3. Exert Effort to assist the slow learners:
4. Have a peer- tutoring sessions.
5. Develop the pupils, ability to answer why and how questions or HOTS.
6. Most of all have the heart of being a mother to pupils to guide them to read well and develop reading skills.