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30 Day BBR Accomplishment Report

The 30-Day Back to Basics in Reading Challenge aims to address the issue of non-readers in Cluster G by implementing a structured reading program for Grades one to six. The project involves developing video lessons and learning materials, engaging parents, and conducting assessments to track progress. With 165 non-readers in English and 84 in Filipino identified, the initiative seeks to improve reading skills and foster a partnership between schools and families.

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17 views4 pages

30 Day BBR Accomplishment Report

The 30-Day Back to Basics in Reading Challenge aims to address the issue of non-readers in Cluster G by implementing a structured reading program for Grades one to six. The project involves developing video lessons and learning materials, engaging parents, and conducting assessments to track progress. With 165 non-readers in English and 84 in Filipino identified, the initiative seeks to improve reading skills and foster a partnership between schools and families.

Uploaded by

wengbatuhan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY

ACCOMPLISHMENT REPORT

Project Title: 30-DAY BACK TO BASICS IN READING CHALLENGE

II. Project Summary

This 30 Day Back to Basics in Reading Challenge is intended for the slow,
very slow and non-readers of Cluster G. Its main objective is to zero in the non-
readers within 30 days. Master Teachers and reading teachers of the Cluster are
involved in the project. They will develop video lessons for beginning reading
following the Marungko Approach in teaching beginning reading. Manipulative
learning materials will also be prepared to aid in the reading lessons. A 30-day
calendar will serve as the guide for teachers and parents in doing the planned
activities. To ensure that the objectives for each day are met, a monitoring tool
will also be used. Materials will be given to the learners for free thru the school
MOOE Fund. Parents will be oriented on the conduct of the activity to ensure
school and home partnership.

III. Project Background

Reading is Essential and serves as a basic building block for learning,


regardless of the school subject, be it language arts or even math. In daily life,
the need to read things such as street signs or prescriptions proves reading is
also an important life skill. Reading Strengthens the Brain and improves memory.
Reading also strengthens brain connections and builds new ones.

Reading Improves Concentration. Since reading is an activity that


requires focus, it is one that, when done regularly, helps children develop the
ability to sit still and quietly for longer and longer periods of time. It Improves a
Child’s Vocabulary and Language Skills. The more children read, the more new
words they learn. As they absorb these new words, they are able to define them
based on the context of the material. Children can also learn about sentence
structure through reading, which can help improve their writing skills.

After the conduct of the pre-reading assessment for Grades one to six of
the Cluster, it revealed that there are 165 Non-readers in English and 84 Non-
readers in Filipino.

Grade Level Non- Readers in Non -Readers in


English Filipino
Grade 1 140 61
Grade 2 5 10
Grade 3 6 5
Grade 4 14 8
Total 165 84

Address: Poblacion IV, Sto Tomas City, Batangas


Telephone No.: (043) 702-8674
Email Address: sdo.santotomas@deped.gov.ph
Website: depedstotomascity.com.ph
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY

With the acquired data, it is alarming that the schools in the cluster need to
innovate on the reading remediation done in the previous years.

IV. Project Objectives

This 30-Day BBR Challenge aims to:

 Zero in the number of non-readers from Grades one to six within 30 days
 Develop teaching beginning reading video materials for learners’ use
 Develop teaching beginning reading innovative materials for learners’ use
 Strengthen partnership of school and parents
 Motivate learners to develop a habit for reading

V. Project Methodology

PRE- POST READING


READING 30 DAY BBR
ASSESSMENT
ASSESSM CHALLENGE
ENT

UNFINISHED CHALLENGE

The innovation will start from pre-reading assessment. After the conduct
of reading assessment, they will identify learners to be included in the challenge.
All parents of the learners included in the challenge will be oriented on the flow
of the activity. The challenge will then be conducted for 30 school days. There
will be post reading assessment to know the progress of each learner. Learners
who were not able to finish the challenge will be given another time to finish it.

A. Work Breakdown and Task Time Estimates

December January 2024 February 2024


2023
Activities
3-8 11- 18- 2-5 8- 15- 22- 1-2 5-9 12- 19-
15 22 12 19 30 16 29
Planning
Teachers’
Orientation
Parents’
Orientation

Address: Poblacion IV, Sto Tomas City, Batangas


Telephone No.: (043) 702-8674
Email Address: sdo.santotomas@deped.gov.ph
Website: depedstotomascity.com.ph
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY

Preparation of
Materials
30-Day Challenge
Monitoring and
Evaluation
Post Reading
Assessment
Recognition

B. Project Deliverables

Teachers will make teaching beginning reading video lessons and


manipulative beginning reading materials

C. Project Risk Management

This project will use Acme’s risk management method defined in the Acme
Project Management Methodology. It is a simple four step method which is
repeated continuously through the project lifecycle. Once a risk is identified, it is
assessed, responses to manage the risk are agreed, and progress is monitored.

Risks are identified on an ongoing basis, through formal risk identification


workshops as well as during day to day activities. Once identified a risk is
assessed to establish the likelihood of it occurring and the impact it will have if it
occurs. There are several possible actions that can be taken to reduce the
likelihood of a risk occurring or the impact of the risk, for example transferring,
avoiding, and mitigating. In this step suitable responses are agreed, and budget
approved if needed. Progress of the risk responses needs to be monitored and
controlled, with corrective action taken if needed. Typically, progress is assessed
via project team meetings.

VI. Project Costs

Address: Poblacion IV, Sto Tomas City, Batangas


Telephone No.: (043) 702-8674
Email Address: sdo.santotomas@deped.gov.ph
Website: depedstotomascity.com.ph
Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OFFICE OF STO. TOMAS CITY

A. Project Budget: (5000.00) Bond Papers, Ink, specialty board, laminating


film

B. Sources – from the School MOOE / Canteen fund.

Prepared by:
ROWENA G. BATUHAN
Public Schools District Supervisor, Cluster G

Noted:

JHOMAR C. SOR, EdD


Chief, Education Program Supervisor
Curriculum and Implementation Division

Recommending Approval:

ROSELYN Q. GOLFO, PhD


Education Program Supervisor
Officer-In-Charge
Office of the Assistant Schools Division Superintendent

Approved:

NEIL G. ANGELES, CESO VI


Assistant Schools Division Superintendent
Officer-In-Charge
Office of the Schools Division Superintendent

Address: Poblacion IV, Sto Tomas City, Batangas


Telephone No.: (043) 702-8674
Email Address: sdo.santotomas@deped.gov.ph
Website: depedstotomascity.com.ph

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