Department of Education

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

PROGRAM DESIGN
Title : PROJECT TORTOLA Reading Innovation
Theme : A Reading Intervention for Slow Readers in Grade 1 to Grade 6
of Lagonglong District
Recipients : Grade 1 to Grade 6 Learners
Date of Implementation: January 2019 – August 2019

I. RATIONALE:

The implementation of under paragraph 5 of DepEd Memorandum No.

345 series 2010 re: “Maximum Utilization of the Philippine Informal Reading
Inventory (Phil-IRI) Results to Improve Pupils’ Reading Performance” has
positively engaged in Lagonglong District as an innovation of Phil-IRI Posttest
results conducted last January 2019. The reading activity was implemented in
the entire Division of Misamis Oriental to give assessment and evaluation of
learners’ reading readiness and skills.

Phil-IRI Results were identified and classified with non-readers, frustration,

instructional and independent readers. In Lagonglong District, it was
transparently indicated that the school have a total of 33 non-readers, 300
frustrations, 131 instructional and 65 independent readers. This data implies an
intervention which resulted to the creation of PROJECT TORTOLA Reading
Program.

PROJECT TORTOLA Reading Program is a specialized reading program

carefully conceptualized by the Public Schools District Supervisor, Joel L.
Jayme, Ph.D., through the collaborative effort of the school heads and master
teachers in engaging the Blooms’ Software-a software that generates
appropriate words, phrases and sentences in designated level of reading
practices that help pupils to read enhance comprehension skills in reading.
These specialized books are called Decodable and Leveled Books. It has stages
and levels design for practice reading especially for Kindergarten to Grade 3
pupils. These books were made and conceptualized by the teachers through
the initiation of the school head and were taught during School LAC sessions.
The blending and generalized suggestions and recommendations of ideas and
strategies of teachers and came up into a comprehensive and localize-based
concepts and stories.

II. OBJECTIVES

 Address the appropriate needs of the pupils in their reading

difficulties resulted in Phi-IRI posttest though making practice
reading tools
 Conduct a reading intervention through an innovative creation
of Decodable and Leveled Books and Big Books for Grade 1 to
Grade 6 pupils
 Showcase the literature and other localized stories and legends
in line to thematic approach of teaching in Araling Panlipunan in
every classes using Decodable and Leveled Books and Big Books
especially in Grade 1 to Grade 6 classes
 Improve pupils’ reading and comprehension through reading
intervention, PROJECT TORTOLA Reading Program
 Engage teachers’ creativity and passion in creating and making
decodable and big books as intervention of their reading
activities especially in reading remediation
 Link and outstretch external stakeholders, parents, GPTA officials
and Barangay Council in all school programs to widen the scope
of service of school to its community and to tis neighboring
schools.

III. AREA OF TARGETED DEVELOPMENT

As per annotated in the implementation of under paragraph 5 of DepEd
Memorandum No. 345 series 2010, the following targeted development were
visioned through the implementation of PROJECT TORTOLA Reading Program.
 Targeted
Root Cause Area of Implementation
Development

6% of school’s total  Classify pupils under non-  Acquire a 0% non-

population is non-reader reader level reader in school in
 Conceptualize and the next school year
create decodable and  Engage pupils in all
leveled books and big reading activities in
books for extended school
practice reading
 Implement PROJECT
TORTOLA Reading
Program

59.5% of school’s total  Classify pupils under  Acquire at least

population is under frustration level 30% frustration level
frustration level  Conceptualize and in school for the
create decodable and next school year
leveled books and big  Engage pupils in all
books for extended reading activities in
practice reading school
 Implement HAPSAY
APLAYA Reading Program

29% of school’s total  Classify pupils under  Acquire 50% of

population in under instructional level instructional readers
instructional level  Conceptualize and in the next school
create decodable and year
leveled books and big
Engage pupils in all
books for extended
reading activities in
practice reading
school
 Implement PROJECT
TORTOLA Reading
Program
5% of school’s total  Classify pupils under  Acquire a 25%
population is under independent level independent
independent level  Conceptualize and reader in the next
create decodable and school year
leveled books and big
Engage pupils in all
books for extended
reading activities in
practice reading
school
 Implement PROJECT
TORTOLA Reading
Program
Lack/limited supply of  Conceptualize Decodable Engage learning
reading tools and and Leveled Book; Big through decodable
materials Books as reading and leveled book; big
intervention and materials books in thematic
to be used during the learning approach
implementation of especially in Araling
PROJECT TORTOLA Reading Panlipunan and
Program Mother-tongue Based
 Solicit ideas and concept Language
stories from the locals of
Barangays to showcase
localized and indigenize
reading materials for
Thematic Reading and
Teaching Approach in
learning especially in
Araling Panlipunan.

Decodable and Leveled Books to use:

STAGE 1 Lessons 1-2 (m, a t) (k)

STAGE 2 Lessons 3-5 (s, y) (o-) (g)

STAGE 3 Lessons 6-9 (L) (n, ay) (P) (i)

STAGE 4 Lessons 10-13 (u) (b) (h) (e)

STAGE 5 Lessons 14-16 (d) (r) (w)

STAGE 6 Lesson 17 (ng, pr)

STAGE 7 Lessons 18-19 (gr, ts)

STAGE 8 Lessons 20-22 (tr) (kw) (n)

STAGE 9 Lesson 23-24 (c,j) (f)

STAGE 10 Lesson 25 (z,v)

Big Book Topics/Stories

• Aplaya Delicacies

* Sea Park

• Legend of Aplaya

• Cota Bato History

• Tuburan sa Cota

• De Lapaz Church History

• Significant people of Aplaya

IV. EXPECTED OUTPUT:

Upon the fulfilment of the PROJECT TORTOLA Reading Program of

Lagonglong District, the reading difficulties of pupils will reduce its rate and will
increase a higher rate of instructional and independent readers by the next
school year. The use of these Decodable and Leveled Books and Localize Big
Books, will surely adhere the reading interest and enthusiast of the pupils of
Lagonglong District as recipients of this reading program especially to Grade 1
to Grade 6 pupils.

These endeavors provided and implemented by the school were all

aligned in the DepEd’s vision and mission – whose competencies and values
enable them to realize their full potential and contribute meaningfully to
building the nation, which aimed to holistically transformed, productive and
globally competitive in the modern world.

V. SUCCESS INDICATORS:

The teachers are responsible for the molding and evolution of these
young citizens to become productive, holistically developed, morally inclined
and socially involved through teaching inside their respective classes.

The ideas, thoughts and concepts being shared by the teachers through
stories, books and other learning materials delivers best to the development of
their critical, imagination and creative thinking which are necessary in building
self-respect, moral and values. Through these Decodable and Leveled Books;
Big Books, pupils can have linked themselves and convert it to self-
characterization and learn the moral lesson every story the teacher tells.

DepEd’s mission – family, community and other stakeholders are actively

engaged and share responsibility for developing life-long learners, commits an
engagement of promising product of educators and professional millennials in
the future that would raise religion as the standard of life, uphold the Filipino
integrity, uplift environmental issues and preserve humanity - Maka-Diyos,
Maka-tao, Maka-tao, Maka-kalikasan at Makabansa.

VI. REFERENCES:

Joel L. Jayme, Ph.d. - PSD Supervisor/Program Designer

Lagonglong District Administrators

Teachers - Implementor

Pupils - Respondents/ Beneficiaries

ICT Coordinators - Documentor/Profiler

 VII. PROPOSED FUNDS:
A. Source of Funds:

Maintenance and Other Operating Expenses (MOOE)

GPTA Funds

School Canteen Funds

Alumni Association Funds

B. Expected Expenditures:
Extra bond papers for printings of Books and Big Books
Inks and productions of decodable books
Tarpaulins for promotion

Prepared by:

JOEL L. JAYME
PS District Supervisor
Program Designer
Recommending Approval:

ROWENA H. PARA-ON
Asst. Schools Division Superintendent

APPROVED:

RANDOLPH B. TORTOLA
Schools Division Superintendent
 Department of Education
Region X
Division of Misamis Oriental
DISTRICT OF LAGONGLONG
Lagonglong, Misamis Oriental

PROGRAM MATRIX

January 2018 – August 2018

TIMEFRAME ACTIVITIES/TOPICS IN-CHARGE

3:30 – 4:30 PM Decodable Stage 1-4

Monday – Thursday Level 1-1 Kindergarten Teachers
January -March 2018
Decodable Stage 5-8
3:30 – 4:30 PM
Level 2 Grade 1 Teachers
Monday – Thursday
Decodable Stage 9-10
January -March 2018
Level 3
Decodable Level
3:30 – 4:30 PM Term 1 and 2
Monday – Thursday Grade 2 Teachers
(differentiated reading
January -March 2018
approach may apply to slow
readers)
Decodable Level

3:30 – 4:30 PM Term 3 and 4

Grade 3 Teachers
Monday – Thursday (differentiated reading
January -March 2018 approach may apply to slow
readers)

Prepared by:

REYNALDO VEGA MAGAN

School Principal I Recommending Approval:

EVAH B. ENTUSIASMO
Public Schools District Supervisor

APPROVED:

RANDOLPH B. TORTOLA
Schools Division Superintendent