END-OF-SCHOOL-YEAR
Reading Program
READING
- is a foundational skill that serves as a gateway to all other
learning areas.
It is the cornerstone of a child's academic success, influencing their ability
to understand and engage with the curriculum, participate effectively in
classroom activities, and foster a lifelong love for learning.
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COVID-19 Impact on
Reading Skills
- The effect of the pandemic on reading
skills was particularly pronounced among
second and third-graders, with their
reading fluency now approximately 30
percent behind what would be expected in
a typical year.
Stanford Graduate School of Education, 2020
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DepEd initiates the
End –of-School-Year Reading Program
The initiative arises from a critical need to address the
educational challenges brought about by the COVID-19
pandemic, which caused significant disruptions in the learning
journey of Filipino students, particularly those transitioning from
Grades 1 to 3 (Bernadas, 2022).
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A. What is the aim of the EoSY Reading
Program?
To facilitate a platform that will help bridge the gap in
reading, ensuring that learners are equipped with the
necessary foundational reading skills commensurate
with their grade level.
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Reading Program Process Flow
Lesson Guide &
Reading Profiles Resources
Incoming Grade 1 5-Week LCRP
Incoming Full & Moderate Refresher EMERGING
Grade 1 Incoming Grades 2 & 3 Main targets: Phonological Awareness and
Alphabet Knowledge
Full Refresher Language: Mother Tongue
Pre- Incoming Grade 1 5-Week LCRP
Incoming Light Refresher
Post
DEVELOPING
Assessment Main targets: Alphabet Knowledge and Basic Assessment
Grade 2 Incoming Grades 2 & 3
CRLA Phonics (Word Reading)
CRLA
Moderate Refresher Language: Mother Tongue
3-Week LCRP
Incoming Incoming Grades 2 & 3 TRANSITIONING
Grade 3 Light Refresher Main targets: Phonics and Word Recognition
(Word and Phrase Reading)
Language: Mother Tongue and Filipino
For SY 2023-2024
B. What Curriculum will be used?
By the end of 5-weeks, learners have mastered
competencies and skill sets of Alphabet
Knowledge (AK) and Phonological Awareness
Emerging (PA) which will prepare learners in beginning
reading.
By the end of 5-weeks, learners have mastered
competencies and skill sets of Alphabet
Developing Knowledge (AK) and Phonics Instruction
(PI) leading to Word Recognition (WR).
By the end of 3-weeks, learners have mastered
more complex literacy competencies and skills
Transitioning focused on Word Reading (WR) and Phrase
Reading (PR) to improve reading fluency.
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Sample:
By the end of 5-weeks, learners have mastered competencies and skill sets of Alphabet Knowledge (AK)
and Phonological Awareness (PA) which will prepare learners in beginning reading.
WEEK SESSION LEARNING COMPETENCIES LEARNING OBJECTIVES
MT1PA-Ib-i-2.1 Tell whether a given pair of words (that starts with the target letter)
Tell whether a given pair of words rhyme. rhyme.
MT1PA-Ie-i-5.1 (Note: Introduce the first letter to be taught in the MT based on the
Isolate and pronounce the beginning and ending sounds of orthography of the language.)
given words.
Identify the form and name of letter (letter 1)
MT1 PWR-lb-i-1.1
Give the name and sound of each letter Produce the sound of letter (letter 1)
MT1PWR-lb-i-2.1 Give the name of the pictures that begin with /letter 1/
Identify upper- and lower-case letters
WEEK 1 Session 1
Produce the beginning sound of the words that begin with /letter 1/
MT1VCD-Ia-i-1.1
Use vocabulary referring to: - People (Self, Family, Friends) - Identify pictures that begin with /letter 1/ like: _____, _______,
Animals - Objects - Musical Instruments - Environment _________
MT1 VCD-lb-i-2.1 Identify words that begin with /letter 1/
Give meanings of words through: (a) realia, (b) picture clues,
(c) actions, or (d) gestures Match uppercase with lowercase letter (letter 1)
Give the meaning of the words that begin with (letter 1)
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C. What else will be used by the
teachers?
Lesson Guide
- serveas a reference for the teachers in planning the appropriate
lesson content and targeted skills that address learners’ needs.
✓ 19 language groups have lesson maps, and these are divided into three clusters based on the
Reading Program Curriculum.
✓ The lesson maps are named as Emerging Lesson Map (LM1), Developing Lesson Map (LM2),
and Transitioning Lesson Map (LM3).
✓ Each lesson map presents the distinct sequence of alphabet based on the orthography of the
specified 19 languages.
✓ Literacy domains that need to be mastered by the specified group of learners were also identified
accordingly based on the learners’ reading profiles.
Note: Schools may use these lesson maps as guides in addition to the existing lesson maps used by
them.
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Sample:
LANGUAGE GROUP: IBANAG
LESSON GUIDE 1: EMERGING (MOTHER TONGUE)
WEEK Session Competencies LEARNING OBJECTIVES TEACHING-LEARNING LEARNING RESOURCES
MELCs/K to 12 CGs ACTIVITIES
MT1PA-Ib-i-2.1 Tell whether a given pair of words starts Pictures that begin with letter Bridging Primer LM pp 1-
Tell whether a given pair of words with the letter Aa rhyme. Aa 3
rhyme.
Letter Card (Aa) Activity Bridging Primer TG pp1-
MT1PA-Ie-i-5.1 Identify the form and name of letter Aa. Sheets Puzzle 2
Isolate and pronounce the beginning and
ending sounds of given words. Produce the sound of /a/. Letter Aa Activity Sheets
Game
MT1 PWR-lb-i-1.1 Give the name of the pictures that Writing Activity Sheets
Give the name and sound of each letter begin with letter Aa.
MT1PWR-lb-i-2.1 Produce the beginning sound of the
Identify upper- and lower-case letters words that begin with /a/.
1 1
MT1VCD-Ia-i-1.1 Identify pictures that begin with letter
Use vocabulary referring to: - People Aa like: afi, alapa, apa,addan, avocado.
(Self, Family, Friends) - Animals -
Objects - Musical Instruments - Identify words that begin with letter Aa.
Environment
Match uppercase with lowercase letter
MT1 VCD-lb-i-2.1 Aa.
Give meanings of words through: (a)
realia, (b) picture clues, (c) actions, or (d) Give the meaning of the words that
gestures begin with letter Aa.
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D. What’s the Class Size and
Time Allotment?
Class size :1:25
Session per Day: 90 minutes
No. of Days per Week: 3 days
(Tuesdays, Wednesdays, and Thursdays)
Note: Mondays and Fridays will be allotted for the teachers’ planning and preparation of
materials as well as the review or evaluation of the learners’ progress and performance.
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E. How can schools organize classes?
GRADE
CLASSES READING PROFILE ASSIGNED TEACHER
Option 1: One teacher LEVEL
Full Refresher
handles one class with
1 Class 1 Moderate Refresher Teacher A
different reading profiles
Light Refresher
Option 2: One teacher ASSIGNED
GRADE LEVEL READING PROFILE
handles one class with the TEACHER
Full Refresher Teacher A
same reading profile 1 Moderate Refresher Teacher B
Light Refresher Teacher C
Option 3: One teacher ASSIGNED
GRADE LEVEL READING PROFILE
handles one class with TEACHER
Full Refresher
different grade levels and 1/2/3
Moderate Refresher Teacher A
different reading profiles Light Refresher
Option 4: One teacher GRADE LEVEL READING PROFILE
ASSIGNED
TEACHER
handles one class with the Full Refresher Teacher A
same reading profiles but 1/2/3 Moderate Refresher Teacher B
different grade levels Light Refresher Teacher C
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Suggested Class Schedule
SUGGESTED
SUGGESTED
TIME DESCRIPTION
ACTIVIY
ALLOTMENT
The teacher reads a story and discusses with the learners the elements
and details of the story. Teacher poses motive and motivation
30 minutes Introduction questions that will spark learners’ interest to genuinely love reading.
Pre-, during, and post-reading activities are elaborated in this section.
From the story, the teacher derives appropriate and targeted activities
that vary according to ability groups. Typically, these activities evolve
around Oral Language Activity and accomplishing Worksheets 1 and 2.
This will engage the teacher and the learners in a meaningful and
Group Activities
active use of the language. Other learners will simultaneously work on
worksheets independently at certain periods of the session while the
60 minutes teacher moves to every ability group to facilitate oral language activity.
Learners will be engaged into fun and interactive activities such as
playing games, solving puzzles, molding clay, or crafting art works that
Fun Activity are related to the target skill/s. These activities are intended to develop
visual discrimination, brain processing, following directions,
vocabulary enhancement, and other skills.
90 minutes Total No. of Minutes
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F. What Delivery Models may be considered?
Model 1: Applicable for Options 1, 3 & 4
❑This model is best utilized by schools with multiple reading profiles in a
class and multigrade categorization.
Target Activity done by each Reading Profile for every suggested
time duration
Suggested Time
Duration Learners who need Learners who need Learners who need
Full Refresher Moderate Refresher Light Refresher
30 minutes Introduction
Oral Language
15 minutes Worksheet 1 Worksheet 1
Activity
Oral Language
15 minutes Worksheet 1 Worksheet 2
Activity
Oral Language
15 minutes Worksheet 2 Worksheet 2
Activity
15 minutes Fun Activity Fun Activity Fun Activity
90 minutes Total No. of Minutes 14
Model 2: Applicable for Option 1
❑This model is time-efficient, and the teacher can immediately give
feedback to learners’ performance and progress.
Suggested Time Target Activity done during the suggested
Duration time duration
30 minutes Introduction
15 minutes Oral Language Activity
15 minutes Worksheet 1
15 minutes Worksheet 2
15 minutes Fun Activity
90 minutes Total Number of Minutes
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G. What Resources Will be Given to
Teachers and Learners?
Resources for the Learners
Activity Sheets - learners are expected to accomplish a maximum of five activity
sheets in each session. The activity sheets are tailored according to learners’
reading levels based on their reading profiles.
Resources for the Teachers
Curriculum - specifies the target competencies and skill sets in early literacy
domains. This will be the basis of reading intervention given to the reading ability of
the learners regardless of their grade level.
Lesson Guides - contains the scope and sequence and specific objectives of the
topic related to literacy domains.
Note: Schools may utilize other reading lessons that are available in their schools but must ensure that targeted competencies
found in the lesson maps of the end-of-school –year reading program are achieved.
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Allocation for EoSY Reading Program
EoSY Reading Program includes the following:
Curriculum
Emerging 3 days per week for 5 weeks = 15 days
Developing 3 days per week for 5 weeks = 15 days
Transitioning 3 days per week for 3 weeks = 9 days
Each EoSY Reading teacher shall be given printed copies of the curriculum (64 pages).
There are Lesson Guide across languages that will be distributed to the teachers. These will be stored in 8-GB USB.
Activity Sheets for Learners
On the average, there are 13 days to implement the NLC Reading.
Each learner shall be given 5 activity sheets per day.
On the average, a learner has 65 activity sheets.
Costing Parameters
• For Grade 1 – P 2.00 per sheet, not back-to-back, colored printing (65 activity sheets per learner)
• For Grades 2 and 3 – P 0.60 per sheet, not back-to-back, black and white printing (65 activity sheets per learner)
• Curriculum – P 0.60 per sheet, not-back-to-back, black and white printing (63 pages per teacher)
• Curriculum – P 2.00 for cover page colored printing (1 per teacher)
• 8-GB USB for Lesson Maps – P 300.00 per USB (1 per teacher) 17
Reminders:
• All assessment results must be immediately encoded in the CRLA
Digital Dashboards by the respective teachers. The results shall be
used for monitoring and evaluation of the Program.
• Learners are NOT graded in this program. Assessments in the EoSY
Reading Program are given to check the mastery of learners in
preparation for reading instruction in the coming school year.
• The collection of activity sheets shall also be another basis for
assessment. Portfolios shall serve as evidence of learners’ progress in
the duration of the EoSY Reading Program, which shall also be proof
of feedback to parents.
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Reminders:
• The regional and division offices shall ensure efficient and effective
implementation of the EoSY Reading Program. Processes, strategies,
and standards of this EoSY Reading Program are monitored by the
responsible bureaus and offices to gather feedback on the
implementation of this program.
• Data collected from the results encoded in the CRLA Dashboard shall
be thoroughly analyzed and utilized for benchmarking in the
succeeding implementation and sustainability of programs related to
reading intervention.
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THANK YOU!
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