Department of Education

Region X
Division of Misamis Oriental
DISTRICT OF LAGONGLONG
Lagonglong, Misamis Oriental

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ACTION PLAN

PERSONS RESOURCES
PHASE ACTIVITIES INVOLVED TIME FRAME FUNDS SOURCE OF SUCCESS INDICATOR
FUNDS

Informative discussion
 Meeting and PSDS, School January 14, 2019 GPTA Funds, Personal and queries on the
conference with School Heads and Personal importance and
Heads and Master Master success of the School
Teachers in preparation Teachers Reading Program in
for the Reading school
Innovation called
PROJECT TORTOLA

 Assessment and Principal, ICT Computed and

evaluation of PHIL-IRI Coordinator, February 13-14, formulated the posttest
PLANNING posttest results as basis Teacher 2019 results with acquired
for the planned Reading Advisers number of non-reader
Program in Lagonglong and frustration level
District pupils.

Different
 Conduct SLAC sessions Principal, February 15, committees and topics
for teachers and Teachers 2019 were assigned to each
 Assigning different teacher for crafting
committees and topics Decodable books and
to be discussed during big books with localized
the School Learning and indigenize
Action Cell about concepts and topics
Decodable Reading using Blooms Software
and Leveled Books and and Marungko
Big Book making Approach.
Following Big Books
to make:
 Aplaya delicacies
 Legend of Aplaya
 Cota Bato History
 Tuburan sa Cota
 De Lapaz Church
 Significant people of
Aplaya

Engage supports and

 Seek support and assistance from the
assistance from the Barangay Council as
external stakeholders for Principal, well as to the GPTA
extension of Reading Barangay officials and parents for
February 18,
Program; Officials, GPTA the implementation of
2019
Officials, the Program
 Solicit commitments parents
and ideas for a wide
scope of the reading
program
Ideas and materials
 Spring boarding and Teachers February 18-22, School MOOE were prepared through
crafting of concepts and 2019 supplies collaborative effort in
ideas for Decodable @ 3:30 – 5:00 respective committees.
 Books and Big Books; (bond
Preparation of materials papers, glue, Ideas were shared
needed for the School cardboards, and benefited by
Reading Program; cartolinas, everybody.
colored
 making of decodable February 18-22, papers, Presented to the
and Leveled Books; Big 2019 printer inks) Principal for correction
Books and final details;
Managed and
corrected Decodable
and Leveled Books
using Blooms Software;

Teachers classifies
March 2019 pupils in different
 Launching of the activity reading level.

 Revisiting and reviewing Identifies the pupils

Decodable and Leveled reading level and
Books as well as Big decodable and
Books for the recipients leveled books suited for
of the Reading Program Principal him or her.
Master Teacher MOOE
 Pre-Implementation of Teachers May 2019 Conduct reading
Reading Remediation remediation to pupils to
Program eradicate reading
difficulties.
Implementation
 Full Implementation June 2019 to
Stage August 2019
during READING
remediation
 time of class
programs
And during free
time of the day

Decodable and Leveled

Books to use: Attended every
STAGE 1 module sessions for
Lessons 1-2 (m,a t) (k) reading.
STAGE 2 Teachers February to MOOE
Lessons 3-5 (s,y) (o-) (g) Advisers August 2018 Collaborate with
STAGE 3 during READING pupils’ interest in
Lessons 6-9 (L) (n, ay) (P) remediation reading during class
(i) time of class hours.
STAGE 4 programs
Lessons 10-13 (u) (b) (h) And during free Conduct extended
(e) time of the day reading program in
STAGE 5 Brigada Eskwela 2018
Lessons 14-16 (d) (r) (w) as vital component of
STAGE 6 the program
Lesson 17 (ng, pr) implementation.
STAGE 7
Lessons 18-19 (gr, ts) Create an extended
STAGE 8 reading resources for
Lessons 20-22 (tr) (kw) (n) practice reading inside
STAGE 9 classrooms.
Lesson 23-24 (c,j) (f) Provide a variety of
STAGE 10 reading tools and
Lesson 25 (z,v) materials inside the
Learning Resource
Big Book Topics/Stories center.
 Aplaya delicacies
  Legend of Aplaya
 Cota Bato History Provide necessary
 Tuburan sa Cota reading instructions
 De Lapaz Church and appropriate
History decodable reading
 Significant people of books and big books
Aplaya for literary reading

Provide reading tools and

install inside Learning
Resource Center and Use reading tools in
Reading Kiosk for outside community for
extended reading of extended reading
Teachers
pupils. activities by external
stakeholders or
Disseminate soft copies for neighboring schools.
school archive for future
use and other purposes.

Principal
Proper documentation of Designated 500.00 MOOE Accomplishment
Evaluation the activities done during Documenter Report
the HAPSAY APLAYA
Reading Program
Monitoring and Principal Monitoring and
Assessment of conduct of ICT Coordinator MOOE Evaluation Form
the project
Prepared & Submitted by: Recommending Approval:

REYNALDO VEGA MAGAN EVAH B. ENTUSIASMO

School Principal 1 Public Schools District Supervisor

APPROVED:

RANDOLPH B. TORTOLA
Schools Division Superintendent