GUIDELINES IN THE

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IMPLEMENTATION OF
FLEXIBLE READING
PROGRAMS FOR SCHOOL
YEAR 2021-2022
PROJECTWRe-READS
Reading Remediation and
2.0Enhancement through Alternative
Delivery
Reading is an
essential skill for
lifelong
To make every learner a
learning.
proficient and
independent reader,
schools across the
division are tasked to
capacitate learners to
develop their reading
skills.
The capacity of a person to engage in all those
activities in which literacy is required for effective
function of his or her group and community and also
for enabling him or her to continue to use reading,
writing and calculation for his or her own and the
community’s development (UNESCO, 2020)

FUNCTIONA
L
LITERACY
COVID-19
PANDEMIC
Impact to Education
 Disproportionate state
 Digital Divide
 Learning Gaps
 Learning Loss

Source: UN SDG 2021 Report

COMPARATIVE ANALYSIS OF PHIL-IRI PRE-TEST AND POST TEST RESULTS SY 2020-2021

English Filipino
 PROJECT PROJECT
Re- Re-READS
READS W 2.0
Reading Reading
Remediation Remediation
and and
Enhancement Enhancement
through Appropriate through Alternative
and Developmental Deliver
 READING/LITERACY
INTERVENTIONS

Anchored SDG 4 Based on the four Responsive to Compliant with Aligned with the
on DepEd Pillars of Hamon: Bawat Brigada Pagbasa components of
Vision, Mission, Sulong Bata Bumabasa framework Project #Walang
and Core Values EduKALIDAD Maiiwan
 Monitoring and Evaluation

• Promoted and
sustained culture
of reading
RO SDO • Improved
• Profiling of teachers’ teaching
learners ability in reading
Continues Teaching instruction and
• Baseline Professional Reading
intervention
Data Development Materials
Programs • Strengthened
• Program Provision school and
Impelementat community
reading program
ion Review Development • Access in
Promoting and
• Research Sustaining a
of teaching and
Supplementary
Findings Culture of
Reading
learning materilas
Reading
Materials

Improved learners’ reading

CO proficiency and learning
SCHOOLS outcome

Community & Stakeholders

Sulong EduKALIDAD
BAWAT BATA BUMABASA INITIATIVES (DM 173, s.
 OBJECTIVES OF PROJECT Re-READ
2.0

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The Project Re-READ 2.0 aims to contribute
to DepEd’s goal of developing holistic
learners with 21st Century Skills by
improving the reading ability of learners
across key stages.
 SPECIFIC
OBJECTIVES
KEY STAGE 1: Equip learners with fundamental literacy skills and competencies
needed for academic success in the succeeding key stages

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KEY STAGE 2: Provide learners avenues for enhancement and application of learned
literacy competencies to varied content areas in preparation for academic demands
of high school

KEY STAGE 3: Equip learners with the skills and competencies to interpret, evaluate
and represent information within and between learning area text texts and discourses,

KEY STAGE 4: Develop ability of learners to apply reading skills to a wide range of
materials and integrate information representing multiple and potentially conflicting
perspective, using multiple criteria and generating inferences across distant pieces of
information to determine how the information may be used.
LANGUAGE ARTS CURRICULUM
DOMAINS

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 PROJECT
Re-READS 2.0 Holistically Developed Learners with 21st Century Skills
Conceptual
Framework
Improved Reading Ability of Learners

Flexible Flexible Teaching and Learning Professional

Assessment Reading Instruction Materials Development Programs
& Intervention

Key Stage 1 Key Stage 2 Key Stage 3 Key Stage

Equip learners with Provide learners avenues Equip learners with the Develop ability of learners to apply
fundamental literacy for enhancement and skills and competencies to reading skills to a wide range of materials
skills and application of learned interpret, evaluate and and integrate information representing
multiple and potentially conflicting
competencies needed literacy competencies to represent information perspective, using multiple criteria and
for academic varied content areas in within and between generating inferences across distant
success in the preparation for academic learning area text texts pieces of information to determine how
succeeding key demands of high school and discourses the information may be used.
stages
Bridging Reading Gaps

Community Research & Rewards Monitoring &

Partnership and Evaluation
Development Recognition
IMPLEMENTATIO
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N GUIDELINES
JAY J. GALLEGOS
Education Program Supervisor,
English
A. GENERAL GUIDELINES
1. All elementary and secondary schools shall align their
reading initiatives, advocacies, and activities with DepEd
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Memorandum No. 173, s. 2019, Hamon: Bawat Bata
Bumabasa (3Bs) Initiative.
2. The different distance learning delivery modalities
described in DepEd Order No. 12, s. 2020 or the Adoption
of the Basic Education Learning Continuity Plan (BELCP) in
Light of the COVID-19 Public Health Emergency shall be
adopted in the conduct of reading assessment, reading
instruction, and reading intervention.
3.The health and safety guidelines mandated by the IATF, local
health authorities, and LGUs shall be strictly observed in the

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implementation of reading programs at all governance
levels.

4.Schools shall integrate Reading/ Literacy Time in

their Classroom Program for at least 30 minutes per
week.

5.Learning resources and teaching-learning delivery modalities

in reading should be tailor-fitted to learner’s context and
available resources for home-based learning.
6. All projects and activities relative to reading instruction and
intervention should be captured in Enhanced School

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Improvement Plan (eSIP), Annual Improvement Plan (AIP),
and Basic Education Learning Continuity Plan (BE-LCP).

7. Partnership initiatives in reading should be in

consonance with the Brigada Pagbasa Framework.
6. All projects and activities relative to reading instruction and
intervention should be captured in Enhanced School

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Improvement Plan (eSIP), Annual Improvement Plan (AIP),
and Basic Education Learning Continuity Plan (BE-LCP).

7. Partnership initiatives in reading should be in

consonance with the Brigada Pagbasa Framework.
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PROFILING OF
LEARNERS
A. SPECIFIC GUIDELINES
1. Profiling of Learners
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1. All learners shall take the reading assessment test to be
administered in schools from October to November
2021.
2. Early Grade Reading Assessment (EGRA), Early Language
Literacy and Numeracy Assessment (ELLNA), and
Functional Literacy Assessment (FLA) shall be used for
Grades 1-3. Other contextualized or school/district-
developed reading assessment tool may be used provided
they assess the following primary skills:
 Sub-task What is Assessed
Letter Name Knowledge Ability to name letters of the alphabet
Letter Sound Knowledge Knowledge of the sound of each letter
Initial Sound Discrimination Ability to identify the first sound of each letter

Familiar Word Reading W

Ability to read familiar or high frequency words

Oral Reading Fluency Passage and Ability to quickly and accurately read and connected text
Oral Reading Comprehension on a page and answer comprehension questions about
what has been read.

Listening Comprehension Passage Ability to listen and understand a passage being read.

Dictation Ability to spell and follow mechanics of print such as

spacing and direction of text, capitalization and
punctuation.
3. The Philippine Informal Reading Inventory (Phil IRI) shall
be used in Grades 4-6. The Phil-IRI is a tool for measuring

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and describing reading performance composed of
passages
designed to determine a learner’s reading level both in
English and Filipino.

4. School-initiated/prepared reading assessment tests shall be

used in Junior High School and Senior High School. The
reading assessment test will focus on reading
comprehension skills.
5. The School Head/OIC-School Head and School Reading
Coordinator shall take the lead in collecting the results of

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the profiling of learners. The gathered data shall serve as
baseline data in the preparation of the school-based reading
program.
6. The flexible reading assessment strategies like the use of
online reading assessment, audio/video recording, and
phone calls may be used. Schools may utilize other
strategies/ modalities in reading assessment provided these
are adaptive to learner’s context and compliant with
health and safety guidelines.
Presentation of Geomel Jetonzo
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READING
INSTRUCTION &
INTERVENTION
2. Reading Instruction and Intervention

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1. School-based Reading Program in K to 6 in English and
Filipino shall focus on the least learned reading skills of
learners with emphasis on the six (6) elements of
reading:
• Oral language
• Phonological awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension
2. The School-based Reading Program in JHS and SHS
shall focus on vocabulary, fluency, and comprehension

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with emphasis on literacy across disciplines or Content
Area Literacy (CAL).

3. The following modalities in the conduct of reading instruction

and intervention shall be adopted based on the available
resources of learners at home as reflected in the results of
the enrolment survey:
 Modality Category of Learners
Online (Synchronous and Category 1: Learners with gadgets and stable

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Asynchronous) internet connection

Digital Modular and Category 2: Learners with gadgets but with

TV/Radio-Based Instruction limited internet connection

Radio-Based Instruction and Category 3: Learners with radios at home but

Modular no internet/phone signals

Print Modular Category 4: Learners with no gadgets and

internet/phone signals at home.
2.4 Radio-based instruction and TV-
based instruction are highly
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recommended as forms of modalities
in reading instruction and
intervention.
2.5 Learners may receive either printed or video/digital
materials. If a learner has no device to play the
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instructional videos, he will be provided with
printed materials. The Parent’s Guide will give step-
by-step procedure on how to utilize the materials in
the absence of face-to-face interaction with the
teacher.
2.6 Audio/video reading materials shall feature
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interactive activities that will ensure that
learners shall move from one reading level
to another. The audio/video will be based
on current trends and established theories in
reading instruction.
7. The teachers will also be given materials, both printed
and digital on literacy instruction. The materials will give

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teachers a comprehensive discussion on the teaching of
reading.

8. The learners’ resource materials shall be based on the Big

6 of Reading Education. A specific set of materials shall
be given to learners based on their reading ability or level
of proficiency.
TEACHING AND LEARNING
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MATERIALS
MARIA CRISTINA A. ACOSTA,
PhD
Education Program Supervisor, LRMS
3. Teaching and Learning Materials
1. Prior to the development of learning resources in
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reading, a learning resource mapping shall be
conducted from schools to the division level to
determine the LR gaps in reading.

2. Results of the LR Mapping in reading shall be the bases of

the schools, district offices, and SDO in the development
of teaching and learning materials as well as
supplementary reading materials to support reading
instruction.
3.3 In the SDO level, the Education Program Supervisors In-
Charge of English, Filipino, and MTB-MLE shall take the

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lead in the development of learning resources in
reading. Their counterparts in the schools and district
offices (District Reading Coordinators and School
Reading Coordinators) shall take charge in the
development of learning resources in the schools and
district offices.
4. Schools shall harvest all supplementary materials, either
print or non-print, available in the LRMDS, DepEd TV,

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DepEd Radio, Radyo Eskwela sa Isabela, and DepEd
Commons. These materials must be accessible to
learners, so they can read in their free time.

5. Schools are enjoined to create their School Reading

Committee for the Production and Reproduction of reading
materials that will take the lead in consolidation,
printing, and reproduction.
3.6 The teaching and learning materials shall include the
following:

1.
2.
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Learning Package for Teachers on Beginning Reading Instruction
Learning Package for Teachers on Literacy Instruction Across Grade Levels
3. Learning Materials for K to 3 Learners which includes Activity Sheets,
Learner’s Materials, Modules, Strategic Intervention Materials (SIMs),
Storybooks (Big and small books), Reader, and Workbook. Refer to the
Enclosure 5 for the suggested supplemental reading materials for K to 3
learners per literacy domain.
4. Learning Materials for Learners across Grade Levels
5. Parent’s Manual on Literacy Instruction which will serve as guide of
home
tutors and parents in teaching reading.
7. The existing policy guidelines in the development and
evaluation of learning resources shall be followed.

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8. All developed learning resources in reading shall be
granted corresponding merit points during assessment
provided they comply with the requirements stipulated
in Division Memorandum No. 26, s. 2021.
IMPLEMENTING
GUIDELINES
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CAPACITY BUILDING
ACTIVITIES
RESEARCH AND DEVELOPMENT

MARIETESS B. BAQUIRAN, PhD

Education Program Supervisor, Filipino
4. CAPACITY BUILDING ACTIVITIES

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1. The professional development program shall be aligned
with the competencies described in the Philippine
Professional Standards for Teachers (PPST) and shall be
designed based on the results of reading assessment,
program implementation review, and NEAP
Professional Development Priority Agenda.
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4.2 Teachers handling reading classes shall take the
assessment test on teaching reading to establish
baseline data on teachers’ pedagogical knowledge. The
results of the assessment test shall provide direction on
capacity- building for teachers in teaching reading.
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4.3 The School Reading Coordinator and Assistant
School Reading Coordinator shall administer the
suggested
assessment tool on teachers’ readiness on teaching reading
(see Enclosure). The results of the assessment test for
teachers shall be submitted to the Schools Division
Office.
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4.4 The School Head/OIC-School Head shall present the
results of the teachers’ assessment test on reading to the
Division Education Program Supervisor in English and
Filipino for future capacity-building activities that shall
equip teachers of reading on the pedagogy of reading
and literacy.
5. The School Head/OIC-School Head shall design,

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develop, and implement appropriate capability building
activities for:
1. Reading Teachers
2. Reading Volunteers
3. Reading Home Tutors
4. Parents/guardians.
6. The Capability Building Activities shall focus on the
following topics, but schools can design their own

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CapB activities based on the specific needs of their
teachers:

1. Teaching Beginning Reading Using Marungko

and Fuller Approach
2. Functional Literacy Assessment Tool
3. Strategies in Teaching Beginning Reading
4. Strategies in Teaching Key Domains of Literacy
5. Strategies in the Development of Content
Area Literacy (CAL)
5. RESEARCH AND
DEVELOPMENT

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1. The Schools Division Office in coordination with the
Division Research Committee and the Division Research
Technical Working Group (DRTWG) shall conduct a series
of research to evaluate and improve the implementation
of the reading program. Schools are also encouraged to
conduct research on:

1. Reading Proficiency of Learners across Key

Stages
2. Effective Teaching Reading Strategies in line

3.
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with Distance Learning
Profile and Instructional Competence of K to 3
Reading Teachers
4. Effective Reading Assessment Tools and Strategies
5. Effective Strategies in Building Reading Gaps
5.2 With full support of the school heads, teachers will
disseminate and utilize their research through existing
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mechanism, such as but not limited to:

5.2.1 Learning Action Cell (LAC). The LAC Session

may be maximized by sharing the results of ongoing
and/or completed research. These may serve as
inputs for teachers in their respective teaching and
learning strategies in reading.
5.2.2 In-Service Training (InSET). The training design
may include discussions on research results and how
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these can be utilized.

5.2.3 School Governing Council (SGC).

Research results in reading and proposed actions
can be presented during school planning and
monitoring activities.
4. Enhanced School Improvement Plan
(eSIP)/ Annual Implementation Plan
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(AIP). Research results in reading may be
incorporated in the SIP. School planning activities may
bring forth possible research topics. These may also
be plotted as research initiatives in the SIP and AIP.

5. School Report Card (SRC). Reading

interventions made as a result of action research
may be included in the SRC.
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5.3 The template of Basic and Action Research described
in DepEd Order No. 16, s. 2017 or the DepEd Research
Management Guidelines (RMG) shall be followed.
IMPLEMENTING
GUIDELINES
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SUPPORT SYSTEM AND
PARTNERSHIP INITIATIVE
MARIA ROSANNA A. DAUIGOY
SENIOR EDUCATION PROGRAM SPECIALIST,
SMAN
6. SUPPORT SYSTEM AND PARTNERSHIP INITIATIVES

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1. The Schools Division Office, District Offices and
schools shall engage communities and stakeholders in
the attainment of the goal of the Reading Program by
establishing community-based reading initiatives
6. SUPPORT SYSTEM AND PARTNERSHIP INITIATIVES

1. The Schools Division Office, District Offices and

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schools shall engage communities and stakeholders in
the attainment of the goal of the Reading Program by
establishing community-based reading initiatives

2. Schools are enjoined to intensify initiatives for the

Brigada Pagbasa which will serve as a platform to
synergize efforts and resources to address education-
related challenges especially on literacy and numeracy.
3. The District Head and the school heads shall tap
Brigada Pagbasa volunteers who will serve as
volunteer readers/tutors:

•
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community professionals;
• teacher-applicants;
• LGU and Barangay Officials;
• education graduates;
• SK officials; and
• GPTA officers
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6.4 Prior to the engagement of Brigada Pagbasa volunteers,
an Orientation on Child Protection Safeguard
Management Policy shall be conducted to ensure that all
volunteers are aware of the Child Safety Protocols that
must be followed in the conduct of reading interventions.
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6.5 The Stakeholder Engagement Strategy outlined in DepEd
Memorandum No. 48, s. 2021 titled 2021 Brigada
Eskwela Implementing Guidelines shall be adopted to
generate support from stakeholders in terms of volunteer
work or financial/material resources for the School
Reading Program.
IMPLEMENTING
GUIDELINES
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• REWARDS AND RECOGNITION
• MONITORING AND
EVALUATION
• READING PROGRAM TEMPLATES

JAY J. GALLEGOS
Education Program Supervisor, English
7. REWARDS AND
RECOGNITION
In recognition of the invaluable efforts and
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1.
means in increasing learning outcomes of key
players in the implementation of the reading
program, the following awards shall be given:
• Most Outstanding Reading Teacher
• Most Outstanding School Reading Coordinator
• Most Outstanding District Reading Coordinator
• Zero Non-Reader Class
• Best Implementing School of 3Bs Initiative
2. Schools that meet all reading standards in each grade
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level shall be awarded with the SEAL OF EXCELLENCE IN
READING EDUCATION.

3. District Offices will be given the status of CENTER

OF EXCELLENCE IN READING EDUCATION if at least
90 percent of their schools are awarded with Seal of
Excellence in Reading Education.
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MONITORING
AND
EVALUATION
School
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The School Monitoring Team, composed of School Head,
Head Teacher, Reading Coordinators, Master Teachers shall
do the monitoring quarterly of each school year. All issues
and concerns identified must be properly addressed in the
improvement of the reading program for the next school
year.
District
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The District Monitoring Team, composed of the PSDS/DIC,
District Reading Coordinator, and District ELLN Coordinator
shall do the monitoring and evaluation on quarterly . Results
of the M&E shall be used in the improvement, adjustment,
and redesigning of the District Reading Program.
Division
Level
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The Division Monitoring Team composed of the Education
Program Supervisors, Legislative District Coordinators,
PSDSs/DICs, and Senior Education Program Specialist in
Monitoring and Evaluation, shall do the M&E on the first
week of the Second Grading Period. Results of the M&E shall
be bases of the CID in providing appropriate technical
assistance to schools and district offices in the
implementation of a flexible reading program.
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TEMPLATE
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Thank
You!