GO, RED! (Go, Read Every Day!

)
A READING INTERVENTION PROGRAM
GRADES 4-6 LEVELS
SCHOOL YEAR 2022-2023

RATIONALE
Buhangin Central Elementary School SpEd Center aims to produce learners
who are equipped with academic skills for life-long learning. As a learner-centered
institution, the school maintains the provision of effective and competitive learning
instructions. One of the attributes of this is the improvement of each learner’s
cognitive skill, especially reading and comprehension.
The impact of COVID-19 pandemic where schools have switched to distance
learning is empirical at the moment. As observed, learners have regressed
academically more particularly in reading and comprehension. With this scenario
being present in sixth grade level, teachers seek for effective ways to address the
issue.
Currently, the school has adopted and implemented its school reading
program known as READ-BCESSC (R-ead, E-xperience, A-ppreciate, D-iscover).
This program aims to improve and enhance the reading level and comprehension
abilities of all pupils and thereby develop in them the love for reading.
In consonance with the said school reading program, a reading intervention
program was crafted for Grades 4-6 levels. The program is made to address
learners’ reading difficulties in English and Filipino. With this, it would result to
improved academic performance. In addition, this program supports studies which
show that students who read frequently tend to have higher vocabulary skills,
increased success with spelling and a deeper understanding of the world around
them.
OBJECTIVES

The reading program aims to:

1. Improve learners’ reading and comprehension skills.
2. Provide learners with reading difficulties suitable intervention plan and
supplementary materials.
3. Develop children’s love and appreciation for reading.
4. Create a spirit of confidence and belongingness.

The Go, RED! intervention program seeks for effective and efficient methods
to address learners’ reading difficulties both in English and Filipino, especially those
who are in the frustration level. Under this grade level reading program, there exist
specific interventions to be implemented in each class, to wit:

A. PALS – (Pair-Assisted Learning Strategy)

To improve the reading level of frustration readers identified by the adviser, a

pal will assist them in reading. The adviser will have the option on the pairing of
his/her pupils, notwithstanding his/her role as a facilitator. An independent reader
shall be paired with an identified slow or frustration reader.
This strategy shall be done twice a week, upon the schedule set by the
adviser. It will last for three (3) months (November-January). In order to monitor
progress, a tracking system will be made by the teacher. This will be regularly
recorded and monitored.
 B. I CARE (I Catch A Reading Enhancement)

I CARE is a reading enhancement designed for struggling readers or those

who fall in the frustration level. This is a one-on-one reading remediation conducted
by the teacher which is designed to improve learner’s reading level. It shall be
implemented twice in a week for six months beginning October 2022 to March 2023.
The class adviser will choose who among his/her class will be subject/s of the
remediation. A reading enhancement session will be provided using suitable reading
materials. A progress report will be made to track learners’ improvement, too.
Designing, implementing, and sustaining an effective reading program is
everybody’s concern. For the part of the teachers, it requires a well-designed and
ongoing professional development to equip them with the knowledge base they need
for effective reading instruction. Also, it requires the selection of appropriate tools
and strategies that are research-based and factual. Finally, it requires support
systems initiated by the school leadership to ensure smooth implementation and
enduring effects.

C. Level Up!

This is a 30-minute text-type reading intervention given to all learners. However,

identified learners under the PALS and I CARE will only be joining this intervention
after the finished the said two enhancements. This is designed to improve learners’
reading level through providing appropriate reading passages with specific reading
skills. (Noting Details, Evaluating, Summarizing, Sequencing Events, etc.).
 Level Up! Is a year-round intervention which will be done after the profiling of
readers is accomplished. This will be done thrice a week (EsP or MAPEH periods)
as preferred by the teacher. Each learner will be given suited text/passage with
target reading skill with comprehension questions. Learners’ reading skill progress
will be monitored through tracking form.
 GO, RED! (Go, Read Every Day!)
A READING INTERVENTION PROGRAM
GRADES 4-6 LEVELS
SCHOOL YEAR 2022-2023

ACTION PLAN
PALS – (Pair-Assisted Learning Strategy)

OBJECTIVES ACTIVITIES TIME RESOURCES PERSONS

FRAME INVOLVED
 To identify learners’ Administer Phil September Phil IRI Learners,
reading level. IRI Pre Test to October Passages/tools Teachers,
(English and 2022 Reading
Filipino) Coordinator
To improve the reading Conduct of November Passages, Learners in
level of identified learners. PALS to January Supplementary the Frustration
2022 Materials Level, PALs
(learner-
assistants),
Teachers,
Reading
Coordinator
To encourage a sense of Tracking or November Tracking Forms Learners in
responsibility for one’s Progress to January the Frustration
own progress. 2022 Level, PALs
(learner-
assistants),
Teachers,
Reading
Coordinator
To promote sense of Conduct of November Observation Form Learners in
belongingness and PALS to January the Frustration
acceptance. 2022 Level, PALs
(learner-
assistants),
Teachers,
Reading
Coordinator
 GO, RED! (Go, Read Every Day!)
A READING INTERVENTION PROGRAM
GRADES 4-6 LEVELS
SCHOOL YEAR 2022-2023

ACTION PLAN
I CARE (I Catch A Reading Enhancement)

OBJECTIVES ACTIVITIES TIME RESOURCES PERSONS

FRAME INVOLVED
 To identify learners’ Administer Phil September Phil IRI Learners,
reading level. IRI Pre Test to October Passages/tools Teachers,
(English and 2022 Reading
Filipino) Coordinator
To improve the reading Conduct of I October to Passages, Learners in
level of identified learners. CARE March Supplementary the Frustration
2023 Materials, Level,
Tracking Form Teachers,
Reading
Coordinator
To encourage a sense of Tracking or October to Tracking Forms Learners in
responsibility for one’s Progress March the Frustration
own progress. 2023 Level,
Teachers,
Reading
Coordinator
To promote sense of Conduct of I November Observation Form Learners in
belongingness and CARE to January the Frustration
acceptance. 2022 Level,
Teachers,
Reading
Coordinator
 GO, RED! (Go, Read Every Day!)
A READING INTERVENTION PROGRAM
GRADES 4-6 LEVELS
SCHOOL YEAR 2022-2023

ACTION PLAN
I CARE (I Catch A Reading Enhancement)

OBJECTIVES ACTIVITIES TIME RESOURCES PERSONS

FRAME INVOLVED
 To identify learners’ Administer Phil September Phil IRI Learners,
reading level. IRI Pre Test to October Passages/tools Teachers,
(English and 2022 Reading
Filipino) Coordinator
To improve the reading Conduct of I October to Passages, Learners in
level of identified learners. CARE March Supplementary the Frustration
2023 Materials, Level,
Tracking Form Teachers,
Reading
Coordinator
To encourage a sense of Tracking or October to Tracking Forms Learners in
responsibility for one’s Progress March the Frustration
own progress. 2023 Level,
Teachers,
Reading
Coordinator
To promote sense of Conduct of I November Observation Form Learners in
belongingness and CARE to January the Frustration
acceptance. 2022 Level,
Teachers,
Reading
Coordinator
 GO, RED! (Go, Read Every Day!)
A READING INTERVENTION PROGRAM
GRADES 4-6 LEVELS
SCHOOL YEAR 2022-2023

ACTION PLAN
Level Up!

OBJECTIVES ACTIVITIES TIME RESOURCES PERSONS

FRAME INVOLVED
 To identify learners’ Administer Phil September Phil IRI Learners,
reading level. IRI Pre Test to October Passages/tools Teachers,
(English and 2022 Reading
Filipino) Coordinator
To improve learners’ Conduct of October to Passages, All Learners,
reading skills. Level Up! July 2023 Supplementary Teachers,
Materials, Reading
Tracking Form Coordinator
To encourage a sense of Tracking or October to Tracking Forms All Learners,
responsibility for one’s Progress July 2023 Teachers,
own progress. Reading
Coordinator
To promote sense of Conduct of October to Observation Form All Learners,
belongingness and Level Up! July 2023 Teachers,
acceptance. Reading
Coordinator

Prepared by: Noted:

SHERYL ANN L. ORCULLO, MT1 MARY GERMAINE V. ALBERTO

Proponent Principal II