Budget of Work English Elem. Sec. Mati

Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF THE CITY OF MATI
Budget of Work
English
School Year 2022-2023
Grade 1
Grade Level: Grade 1 GRADE LEVEL STANDARDS: The learner listens for comprehension, speaks clearly
and uses appropriate expressions in talking about oneself, family, and other social context interactions.
Quarter Week Competency Code

1 Recognize rhyming words in nursery rhymes, poems, songs heard
Recognize sentences (telling and asking) and non-sentences
2 Use words that are related to self, family, school, and community
Listen to short stories/poems 1. note important details pertaining to a.
character b. setting c. events
3 Give the correct sequence of three events
4 Infer the character feelings and traits
5 Identify cause and effect/or effect of events
Identify the speaker in the story or poem
3 6 Predict possible ending of a story read
7 Relate story events to one’s experience
Discuss, illustrate, dramatize specific events
8 Identify the problem and solution
Retell a story listened to
9 Ask simple questions about the text listened to
Use/Respond appropriately to polite expressions: greetings, leave
takings, expressing gratitude and apology, asking permission, offering
help
10 Talk about oneself, one’s family and one’s personal experiences
1-2 Recognize common action words in stories listened to
3-4 Recognize describing words for people, objects, things and places
(color, shape, size, height, weight, length, distance, etc.)
4 5-6 Sort and Classify familiar words into basic categories (colors, shapes,
foods, etc)
7-8 Give the meaning of words using clues (TPR, pictures, body
movements, etc.)
9 Follow one-to-two step directions
10 Give one-to-two step directions
REGION XI
Budget of Work
English
Grade 2
GRADE LEVEL STANDARDS: The learner listens critically to one-two paragraphs; use appropriate
expressions in varied situations; reads texts for pleasure and information critically in meaningful thought
units; responds properly to environmental prints likes signs, posters, commands and requests; and
writes legibly simple sentences and messages in cursive form.

1-2 Classify/Categorize sounds heard (animals, mechanical, objects,
musical instruments, environment, speech)
3 Read the alphabets of English and associate to phonemes
1 4 Recognize common or proper nouns in simple sentences listened
to
5 Recognize the use of a/an + noun in simple sentences listened to
6-7 Identify the English equivalent of words in the Mother Tongue or
in Filipino
8 Give the beginning letter of the name of each picture
9 Recognize common action words in retelling, conversation, etc.
10 Identify and discuss the elements of a story (theme, setting,
characters, and events)
1 Recognize the common terms in English relating to part of book
(e.g. cover, title page, etc.) book orientation
2 Generate ideas through prewriting activities
2 3-4 Writing some words, a phrase, or a sentence about an illustration
or a character
5-6 Discuss the illustrations on the cover and predict what the story
may be about
7 Identify title, author and book illustrator and tell what they do
8 Spell high-frequency words with short a, e, i, o and u sound in
CVC pattern
9 Use common action words in retelling, conversations, etc.
10 Identify the basic sequence of events and make relevant
predictions about stories
1-2 Use clues to answer questions, clarify understanding and justify
predictions before, during and after reading (titles, pictures, etc)
3 Create or expand word clines
4 Recognize that some words may have the same (synonyms) or
3 opposite (antonyms) meaning
5 Recognize the difference between “made-up” and “real” in texts
listened to
6 Identify important details in expository text listened
7 Retell and/or reenact events from a story
8 Talk about texts identifying major points and key themes
9 Participate in choral speaking and echo reading of short poems,
rhymes and stories with repeated patterns and refrains in English
10 Listen and respond to texts to clarify meanings heard while
drawing on personal experiences
1 Read words with short e, a, i, o , and u sound in CVC pattern
2 Match the picture with its sight word
3 Spell 2-syllable words with short e, a, i, o, and u sound in CVC
pattern
4-5 Use personal pronouns(e.g. I, you, he, she, it, we, they) in
dialogues
4 6 Use demonstrative pronouns (this/that, these/ those)
REGION XI
7 Use the most frequently occurring preposition (e.g. on, over,

under, to, from, above, etc.)
8 Differentiate words with different medial vowels (eg: cap-cop-
cup; fan-fin-fun)
9 Read phrases, short sentences and short stories consisting of
words with short e, a, i, o, and u then answer the Who, What and
Where questions about them
10 Write the names of pictures with the short a, e, i, o, and u words
REGION XI
Budget of Work
English
Grade 3
Grade Level: Grade 3 GRADE LEVEL STANDARDS: The learner listens critically to get information from
text heard, demonstrates independence in using the basic language structure in oral and written
communication, and reads with comprehension.

1 Describe one’s drawing about the stories/poems listened to using
simple and compound sentences
2 Write a short descriptive paragraph about a character or setting in
stories listened to
3 Write a short paragraph providing another ending for a story
1 listened to
4 Write a diary
5 Use different kinds of sentences in a dialogue (e.g. declarative,
interrogative, exclamatory, imperative)
6 Use common and proper nouns in a sentence
7 Use plural form of regular nouns by adding /s/ or /es/ (e.g., dog,
dogs; wish, wishes)
Use plural from of frequently occurring irregular nouns (e.g.
children, feet, teeth)
8 Review reading and writing short e, a, i, o, and u words in CVC
pattern
Read phrases, sentences and short stories consisting of 2-syllable
words
9 Initiate conversations with peers in a variety of school settings
10 Summarize and restate information shared by others
1 Use the be-verbs (am, is, are was, were) correctly in sentences
2 Use simple verbs (past, present, future) in sentences
3 Read words with initial and final consonant blends
Read familiar words and phrases in texts
2 4 Read words, phrases, sentences and short stories consisting of
words with consonant digraph ch and sh and other words previously
studied
5 Spell one- to- two syllable words with initial and final consonant
blends (e.g. pl, tr) and consonant digraphs (ch and sh)
Identify commonly used possessive pronouns and use them in a
sentence
6 Identify several effects based on a given cause
7 Make inferences and draw conclusions based on texts (pictures, title
and content words)
8 Distinguish fact from opinion
9 Use different sources of information in reading
10 Recognize some words represented by common abbreviations (e.g.
Mr. Ave., Oct.)
1 Homonyms (e.g. flower/flour)
2 Homographs (e.g., read-read)
3 Hyponyms – type of (e.g. guava - type of fruit)
4 Identify possible solutions to problems
5 Identify the elements of an informational/factual text hear
6 Read words with long a, i, o , u sound (ending in e)
3 7 Read phrases, sentences, stories and poems consisting of long a, i, o,
and u words
REGION XI
8 Ask and respond to questions about informational texts listened to

(environment, health, how-to’s, etc.)
9 Compare and contrast information heard
10 Read word with affixes
Write a simple story
1 Use the degrees of adjectives in making comparisons (positive,
comparative, superlative)
2 Recognize adverbs of manner
3 Interpret simple maps of unfamiliar places, signs and symbols
4 Interpret simple graphs, tables, and pictographs
4 5 Restate facts from informational texts (climate change, children’s
rights, traffic safety, etc.) listened to
6 Read words containing vowel digraphs - ai, ay, ea, ee, oo, oa
7 Read phrases, sentences and stories with vowel digraphs - ai, ay, ea,
ee, oo, oa
8 Read words with vowel diphthongs: oy (boy), oi (boil), ou (out) ow
(bow)
Read phrases, sentences and short stories consisting vowel
diphthongs: oy, oi, ou, ow
9 Recognize and read some irregularly spelled words (e.g. such as
enough, through, beautiful)
10 Present information in varied artistic ways (e.g. role playing, show
and tell, radio play/podcast/broadcast/reporting/poster
presentations)
REGION XI
Budget of Work
English
Grade 4
GRADE LEVEL STANDARDS: The learner listens critically to various text types and expresses ideas
accurately in both oral and written forms; demonstrates confidence in the use of the language to meet
everyday needs; and reads independently and gets relevant information from various text types.

1 Recognize the parts of a simple paragraph
2 Use resources such as a dictionary, thesaurus, online sources to
find the meaning of words
1 3-4 Note significant details of various text types
5-6 Identify the structure, purpose and language features of different
text types, e.g. narrative, information report, procedure,
argument
7 Identify meanings of unfamiliar words through structural analysis
(words and affixes: prefixes and suffixes)
8-9 Identify different meanings of content specific words (denotation
and connotation)
10 Get the meaning of words through word association (analogy)
and classification
1 Use context clues to find meaning of unfamiliar words: definition,
exemplification
2-3 Use clear and coherent sentences employing appropriate
2 grammatical structures: Kinds of Nouns – Mass Nouns and Count
Nouns, Possessive Nouns, Collective nouns
4 Use personal pronouns in sentences
5-6 Use adjectives (degrees of comparison, order) in sentences
7-8 Use simple present tense of verbs in sentences
9 Use correct time expressions to tell an action in the present
10 Use the past form of regular and irregular verbs
1 Use adverbs (adverbs of manner, place and time) in sentences
2 Write directions using signal words
3 Distinguish between general and specific statements
3 4-5 Identify the main idea, key sentences, and supporting details
from text listened to
6 Use appropriate graphic organizers in text read
7-8 Infer the speaker’s tone, mood and purpose
9-10 Analyze a story in terms of its elements
1-2 Write a short story (fiction/nonfiction) with its complete
elements
3 Write a reaction about the story read
4 4 Distinguish fact from opinion in a narrative.
5 Identify features of Journalistic Writing
6 Distinguish among types of Journalistic Writing (news report,
opinion article, feature article, and sports news article)
7-8 Write a news report using the given facts
9-10 Write/compose an editorial
REGION XI
Budget of Work
English
Grade 5
GRADE LEVEL STANDARDS: The learner listens critically to different text types; expresses ideas logically
in oral and written forms; and demonstrates interest in reading to meet various needs. The learner
listens critically to news reports and other radio broadcasts and expresses ideas accurately in oral and in
written forms; demonstrates confidence in the use of the language to meet everyday needs; and reads
independently and gets relevant information from various text types.

1-2 Fill-out forms accurately (school forms, deposit and withdrawal
slips, etc.)
1 3-5 Infer the meaning of unfamiliar words using text clues
6-7 Use compound and complex sentences to show cause and effect
and problem-solution relationship of ideas
8-10 Compose clear and coherent sentences using appropriate
grammatical structures: subject-verb agreement; kinds of
adjectives; subordinate and coordinate conjunctions; and
adverbs of intensity and frequency
1-3 Compose clear and coherent sentences using appropriate
2 grammatical structures: aspects of verbs, modals and
conjunction
4-5 Identify point-of-view
6-8 Examine images which present particular viewpoints, e.g.
stereotypes (gender, age, cultural), opinions on an issue
9-10 Distinguish among various types of viewing materials
1-3 Distinguish text-types according to purpose and features:
3 classification, explanation, enumeration and time order
4-6 Summarize various text types based on elements
7-8 Make a stand
9-10 Provide evidence to support opinion/fact
1-3 Analyze how visual and multimedia elements contribute to the
4 meaning of a text
4-7 Write paragraphs showing: cause and effect, comparison and
contrast and problem-solution relationships
8-10 Write a feature article
REGION XI
Budget of Work
English
Grade 6
GRADE LEVEL STANDARDS: The learner listens critically; communicates feelings and ideas orally and in
writing with a high level of proficiency; and reads various text types materials to serve learning needs in
meeting a wide range of life’s purposes.

1-3 Identify real or make-believe, fact or non-fact images
1 4-7 Interpret the meaning suggested in visual media through a focus
on visual elements, for example, line, symbols, colour, gaze,
framing and social distance
8-10 Make connections between information viewed and personal
experiences
1-3 Identify the purpose, key structural and language features of
2 various types of informational/factual text
4-6 Recognize evaluative word choices to detect biases and
propaganda devices used by speakers)
7-10 Compare and contrast content of materials viewed to other
sources of information (print, online and broadcast
3 1-5 Present a coherent, comprehensive report on differing viewpoints
on an issue
6-10 Evaluate narratives based on how the author developed the
elements
4 1-5 Compose clear and coherent sentences using appropriate
grammatical structures (verb tenses, conjunctions, adverbs)
6-10 Compose a persuasive essay on self-selected topic
REGION XI
Budget of Work
English
Grade 7
GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through
his/ her understanding of Philippine Literature and other texts types for a deeper appreciation of
Philippine Culture.
Quarte Week Competency Code

r
1 Supply other words or expressions that complete an analogy
2 Identify the genre, purpose, intended audience and features of
various viewed texts such as movie clip, trailer, newsflash, internet-
based program, documentary, video
1 3-4 Use the passive and active voice meaningfully in varied contexts
5-6 Use the past and past perfect tenses correctly in varied contexts
7-8 Use direct and reported speech appropriately in varied contexts
9 Use phrases, clauses, and sentences appropriately and
meaningfully
10 Use appropriate reading strategies to meet one’s purpose (e.g.
scanning, skimming, close reading, etc.)
1 Use listening strategies based on purpose, familiarity with the topic
and levels of difficulty of short texts listened to
2 Use a search engine to conduct a guided search on a given topic
2 3-4 Navigate a website using essential features, e.g. using headings,
links, etc.
5 Research a topic with support using two or three sources provided,
e.g. newspapers, website, video, images, podcast, print based
material
6-7 Summarize key information from a text
8-9 Use analogy to describe or make a point
10 Transcode information from linear to non-linear texts and vice-
versa
1-2 Use correct and appropriate multi-media resources when orally
giving information, instructions, making explanations and narrating
events in personal or factual recounts
3 3-4 Use the appropriate oral language, stance and behavior when
giving information, instructions, making explanations, and narrating
events in factual and personal recounts
5 Explain how a selection may be influenced by culture, history,
environment, or other factors
6 Express one’s beliefs/convictions based on a material viewed
7-8 Cite evidence to support a general statement
9 React to what is asserted or expressed in a text
10 Raise sensible, challenging thought-provoking questions in public
forums/panel discussions, etc.
REGION XI
Budget of Work
English
Grade 8

his/ her understanding of Afro-Asian Literature and other texts types for a deeper appreciation of
Philippine Culture and those of other countries

r
1-2 Determine the meaning of words and expressions that reflect the
local culture by noting context clues
3-4 Use conventions in citing sources
1 5-6 Use modal verbs, nouns and adverbs appropriately
7-8 Identify and use signals that indicate coherence (e.g. additive -
also, moreover; causative - as a result, consequently; conditional/
concessional - otherwise, in that case, however; sequential - to
begin with, in conclusion; clarifying - for instance, in fact, in
addition)
9-10 Use a range of verbs, adjectives and adverbs to convey emotional
response or reaction to an issue to persuade
1-2 Explain visual-verbal relationships illustrated in tables, graphs, and
information maps found in expository texts
2 3-4 Use opinion-marking signals to share ideas
5-6 Compare and contrast the presentation of the same topic in
different multimodal texts
7-8 Compare and contrast own opinions with those presented in
familiar texts
9-10 Recognize positive and negative messages conveyed in a text
1 Examine biases (for or against) made by the author
2-3 Analyze intention of words or expressions used in propaganda
techniques
3 4-5 Determine various social, moral, and economic issues discussed in
the text listened to
6-7 Analyze literature as a mirror to a shared heritage of people with
diverse backgrounds
8-9 Use appropriate cohesive devices in various types of speech
10 Use parallel structures
1-3 Use appropriate grammatical signals or expressions suitable to
each pattern of idea development: ● general to particular ● claim
and counterclaim ● problem-solution ● cause-effect and others
4 4 Expand the content of an outline using notes from primary and
secondary sources
5 Synthesize essential information found in various sources
6 Compose effective paragraphs
7-9 Develop paragraphs that illustrate each text type (narrative in
literature, expository, explanatory, factual and personal recount,
persuasive)
REGION XI
10 Deliver a self-composed speech using all the needed speech

conventions
Budget of Work
English
Grade 9

his/ her understanding of British-American Literature, including Philippine Literature and other
texts types for a deeper appreciation of Philippine Culture and those of other countries.

r
1 1-3 Express permission, obligation, and prohibition using modals
4-6 Use conditionals in expressing arguments
7-10 Employ the appropriate communicative styles for various situations
(intimate, casual, conversational, consultative, frozen)
2 1-5 Make connections between texts to particular social issues,
concerns, or dispositions in real life
6-10 Analyze literature as a means of understanding unchanging values
in the VUCA (volatile, uncertain, complex, ambiguous) world
1-3 Differentiate biases from prejudices
3 4-6 Determine the relevance and the truthfulness of the ideas
presented in the material viewed
7-10 Judge the validity of the evidence listened to
4 1-5 Judge the relevance and worth of ideas, soundness of author’s
reasoning, and the effectiveness of the presentation
6-10 React to lay value judgment on critical issues that demand sound
analysis and call for prompt actions
REGION XI
Budget of Work
English
Grade 10

his/ her understanding of literature and other texts types for a deeper appreciation of World
Literature, including Philippine Literature.

r
1 Use information from news reports, speeches, informative talks,
panel discussions, etc. in everyday conversations and exchanges
2-3 Determine the effect of textual aids like advance organizers, titles,
non-linear illustrations, etc. on the understanding of a text
1 4 Appraise the unity of plot, setting and characterization in a material
viewed to achieve the writer’s purpose
5-6 Compare and contrast the contents of the materials viewed with
outside sources of information in terms of accessibility and
effectiveness
7 Employ analytical listening in problem solving
8-9 Evaluate and make judgements about a range of texts using a set
of criteria e.g. comparing arguments on the same topic, critiquing a
short story
10 Evaluate spoken texts using given criteria, e.g. fluency, tone,
cohesion, correctness
2 1 Observe the language of research, campaigns, and advocacies
2-5 Identify key structural elements, e.g.: • Exposition - Statement of
position, • Arguments, • Restatement of Positions and language
features of an argumentative text, e.g.: • modal verbs: should,
must, might, and modal adverbs: usually, probably, etc.; • attitudes
expressed through evaluative language; • conjunctions or
connectives to link ideas: because, therefore, on the other hand,
etc.; • declarative statements; • rhetorical questions; passive voice
6 Formulate a statement of opinion or assertion
7 Formulate claims of fact, policy, and value
8 Write an exposition or discussion on a familiar issue to include key
structural elements and language features
9 Deliver a prepared or impromptu talk on an issue employing the
techniques in public speaking
10 Compose texts which include multimodal elements
1 Compose an argumentative essay
2-3 Use a variety of informative, persuasive, and argumentative writing
3 techniques
4 Compose an independent critique of a chosen selection
5-10 Critique a literary selection based on the following approaches: -
structuralist/formalist - moralist - Marxist - feminist – historical-
reader -response
REGION XI
1-2 Distinguish technical terms used in research

3-4 Give technical and operational definitions
4 5-6 Give expanded definitions of words
7-8 Observe correct grammar in making definitions
9-10 Compose a research report on a relevant social issue
Enclosure No. 1 of Div. Memo. No. _____ s., 2022
MONITORING AND EVALUATION TOOL FOR THE SCHOOL’S 8-WEEK READING

INTERVENTION CURRICULUM ANCHORED ON THE SCHOOLS DIVISION
READING ADVOCACY, “ Intensified Reading Assessment and Comprehension
Enhancement, ( I.R.A.C.E.)”
I. Project Information
School/ Learning Center _____________________________________

District ___________________________________________________
Schoolhead/ DALSC Implementer______________________________
Contact Number ____________________________________________
Project Title _______________________________________________
Reading Coordinator ________________________________________
Total Number of Teachers ____________________________________
Total Number of Reading Teachers Involved _____________________
II. School/ Learning Center Reading Profile

A. Learners’ Profile
Grade Total No. of Proficiency Level
Level Enrol- Learner English Filipino
ment s
Tested NR FR Inst Ind NR FR Inst Ind
3
4
5
6
7
8
9
10
11
12
III. Teachers’ Profile
Total Number of Teachers in School/ LC __________________________

Total Number of Teachers Involved in Reading Intervention____________
In English ____________
In Filipino ____________
Total Number of Teachers Trained in Teaching Reading _____________
REGION XI
s
REGION XI
IV. School 3Bs Initiatives
AREA INDICATOR E NE MOVs REMARKS/

OBSERVATIONS
Learners’ The school/LC
Reading Profile maintains
1.updated School Reading

learners’ Profile
reading profile
2. complete and Phil-IRI/
accurate Phil- Reading
IRI/reading Assessment
assessment Results
results
3. Weekly Weekly
progress report Reading
in reading Progress
Report
Program The school/LC
Implementation implements an
8-Week Reading
Interventions
that
1.nurtures Reading
proficient Intervention
readers through Curriculum
systematic and
continuous
literacy
instruction of the
six elements of
reading
2.contributes Reading Profile/

positively in Academic
learners’ Proficiency
academic Level
achievement
based on
verifiable
evidence
3.emphasizes Action Plan for

direct, the
systematic, Implementation
intensive, and of the Reading
sustained Intervention
reading Curriculum
instruction and/
or intervention
4.makes Timelines of the

effective use of Reading
instructional Intervention
time.
Learning The school/LC
resources in has learning
Reading resources in
REGION XI
reading that
1.makes use of
wide-range of
quality assured
reading
intervention
materials either
print or digital
formats Print or nonprint
LRs in Reading
2. are
contextualized,
developmentally
appropriate,
varied,
adequate,
properly
compiled, and
labeled
Teachers’ The school/LC
Support encourages
-all teachers to
support the Individual
program Teacher’s
Reading Action
-all teachers to Plan
emphasize
reading a text in
the teaching-
learning process
-
The School/LC
has
Teachers’ 1.regular and

Professional sustained SLAC Plans
Development school-based
LAC sessions
for teachers to
continuously
improve reading
instruction
The school/LC
Innovation
1.has introduced
new ways of Approved
instructional Concept Paper
delivery in of the
teaching reading Innovation
through SLAC
2.has introduced
new ways of
assessing
reading progress
Impact of the The school/LC
8-Week regularly
Reading  Weekly
REGION XI
Intervention 1.monitors the Reading

Curriculum impact of the Progress
intervention Report
2.analyzes the
effectiveness of
the intervention  Analysis
of the
3. disseminates result
the gaps the
intervention
failed to
address.
 E- Evident
 NE- Not Evident
Monitored and Evaluated by:
_______________________________
(Signature over printed name)
Position/Designation ______________
Date: __________________________
Conformed:
___________________________________
Schoolhead/DALSC signature over printed name
Date: _____________________________
Enclosure No. 2 of Div. Memo. No. _____, s. 2022

REGION XI
LIST OF SCHOOL READING COORDINATORS
Blended Reading Coordinators Conference

September 2, 2022
SCHOOL READING COORDINATOR MODALITY

In-Person Zoom
1.Badas ES X
2. BLISS Aprilita Tormis X
3. Baso ES Claridel Bijis X
4. Belsonda ES Rowena Alomia X
5.Culian IS Leonida Umacob X
6.Licop IS Jaygiel B. Bulao X
7.MLGR ES Zerah Mae D. Espinosa X
8.MSGMS Ria Vaniza Detablan X
9.Onotan Daganio Tagbobolo Marichu Pascua X
10.RRMCES-SPED Joyne T. Arcenas X
11.RRMCES-I Lailanie Rubillar X
12. RRMCES-II Gilda O. Ignacio X
13. Sudlon ES Gazel Jumamil X
14. Tagawisan ES Glady Lovie r. Pilapil X
Mati North
1.Alberto V. Ravelo ES Mirla G. Reyes X
2. Antonino Vicento ES Sheryl D. Mamilic X
3.BGREES Emma D. Carbonell X
4. Bobon ES Arnie M. Cabingatan X
5.Bugakan ES Noraida B. Amiang X
6.Buso ES Sheryl C. Samocino X
7.Cabubuanan ES Lumelinda Balog X
8.Cangusan ES X
9.Don Enrique Lopez ES Geraldine c. Besas X
10.Don Luis Rabat Sr. MS Helen Iremedio X
11.Don Salvador Lopez MS Daffodel D. Fano X
12.Fausta Salazar Como MS X
13.Gavino Dawang ES Ednalyn B. Nacion X
14.Gov. Leopoldo N. Lopez Mary Grace Ricaforter X
15. Jose Martinez Jr. ES Joana M. Malintad X
16.Matiao CES Marieta D. Dapitanon X
17.Pedro Malintad ES Risa S. Bongcas X
18. Serafin Vizconde Sr. ES Emelyn J. Latiban X
19. Sta. Cruz ES Gene A. Mamian X
20.Tagabakid ES Hadjuria C. Gonzalez X
21.Tagbinonga ES Elaiza A. Banggala X
22.Taguibo ES Merry Gold Cuestas X
23.Tamia ES Armando Jr. A. Martinez X
24. Tamisan ES Jackielyn C. Lubang X
25. Vicente Almario Sr. MS Teresita Q. Mahinay X
Mati South
1.Asuncion Rondina Perez Cristina B. Brua X
MS
2.Brigido Rodriguez Sr. ES Editha T. padon X
3.Cabuaya IS Mary Josephine M. Ocon X
4.Catmonan ES Sheryll P. Fernandez X
5.Dawan ES Marife Jewel Angsinco X
6.F. Hinayon ES Chandra Longgakit X
7.Gelacio G. Ytac ES Juliet M. Manggob X
8.Lanca IS Dale C. Cajegas X
9.Luban IS Ruby Joy Ortiz X
10Macambol ES Jocel Z. Angcot X
REGION XI
11.Magum ES Rowena G. Escala X

12Paciano A. Genon MS Jessamine Ivy g. Elan X
13.Sanghay ES Loweila C. Umpad X
14.Talucanga ES Carmila D. Calles X
15.Wagon ES Ruby P. Ponteres X
Secondary Schools
1.Badas NHS Hidah A. Agbas X
2.Bobon NHS Aisa P. Biabe X
3.Buso NHS Jerry B. Mocoy X
4.Cabuaya IS Kareen Rose T. Igloria X
5.City of Mati NHS Grace Ann M. Escabarte X
6.Culian IS Clark Victor Monta X
7.Davao Or. Reg’l Sci. HS Stephanie Anne U. Sibay X
8.Dawan NHS Jimboy Huerto X
9. Don Enrique Lopez NHS Desideria V. Paquito X
10. Don Salvador Lopez NHS Charry Mae B. Magdula X
11.Dona Rosa G. Rabat MHS Maria Teresa Losentes X
12.Lanca IS Shella Dee Teodoro X
13. Lawigan NHS Mariel M. Bauya X
14.Libudon NHS Christine Joy A. Tag-at X
15. Licop IS Christine R. Tulin X
16.Luban IS Neca S. Mique X
17.Macambol NHS Michael G. Pareja X
18.Mati National Comp. HS X
19. Mati School of Arts and Sheilla Mae M. Pangaldin X
Trade
20. Matiao NHS Noel Miguel M. Carena X
21. Mayo NHS Sitti Ayessa M. Gangis X
22. Taguibo Agri. Voc. HS Denise Kaye M. De Jesus X
23. Sanghay NHS Mary Joy E. Rama X
Mrs. Dymna D. Ronolo – Master Teacher -II RRMCES-II

To discuss about the Reading Intervention Action Plan
Mr. Edgardo Dondon S. Lorenzo – PDO-II, Division Reading Program Coordinator
Dr. Gina G. Silvestre- EPS- English

Budget of Work English Elem. Sec. Mati

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Republic of the Philippines

Quarter Week Competency Code

Quarter Week Competency Code

7 Use the most frequently occurring preposition (e.g. on, over,

Quarter Week Competency Code

8 Ask and respond to questions about informational texts listened to

Quarter Week Competency Code

Quarter Week Competency Code

Quarter Week Competency Code

Quarte Week Competency Code

GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through

Quarte Week Competency Code

10 Deliver a self-composed speech using all the needed speech

GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through

Quarte Week Competency Code

GRADE LEVEL STANDARDS: The learner demonstrates communicative competence through

Quarte Week Competency Code

1-2 Distinguish technical terms used in research

Enclosure No. 1 of Div. Memo. No. _____ s., 2022

MONITORING AND EVALUATION TOOL FOR THE SCHOOL’S 8-WEEK READING

School/ Learning Center _____________________________________

II. School/ Learning Center Reading Profile

III. Teachers’ Profile

Total Number of Teachers in School/ LC __________________________

IV. School 3Bs Initiatives

AREA INDICATOR E NE MOVs REMARKS/

1.updated School Reading

2.contributes Reading Profile/

3.emphasizes Action Plan for

4.makes Timelines of the

Teachers’ 1.regular and

Intervention 1.monitors the Reading

Monitored and Evaluated by:

Enclosure No. 2 of Div. Memo. No. _____, s. 2022

LIST OF SCHOOL READING COORDINATORS

Blended Reading Coordinators Conference

SCHOOL READING COORDINATOR MODALITY

11.Magum ES Rowena G. Escala X

Mrs. Dymna D. Ronolo – Master Teacher -II RRMCES-II

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