R egional Director Wilfredo E.

Cabral
reiterated the huge responsibility of
learning leaders in the implementation
of programs, projects and activities in
response to the Department’s chal-
lenge of quality in basic education.

icestalk
Every details of news count
The Official School Publication of Bukandala Elementary
School, Division of Imus City, Region IV-CALABARZON
Volume VIII- No. 1 June - March 2020
Bukandala ES implements BaBiBu
L
earning to read is the culmination of a great
many learned skills and developmental process-
es. It is a long-term process. At times¸ there is no
visible progress but patience, determination and
dedication of teachers and a good reading pro-
gram of the school is a must.
Bukandala Elementary School has designed
FRIESS- Focusing on Reading to enhance and Intensify
Study Skills as reading intervention to help struggling
pupils to get to grips with reading thus it fuels all the
efforts of the teachers, parents and the school to make
it possible.
FRIESS helps pupils to conquer language barri-
ers by improving their fluency and awareness of Eng-
lish. Students who will be well suited for FRIESS are
usually recommended to teachers who specialize by
their own regular teachers.
The teachers supervising the intervention go
over the techniques explored as a class in more depth,
 ukandala ES utilized the Google Drive as the
online storage of all the files needed in the
implementation of the Project FRIESS.
In conducting the weekly assessment of the
Monitoring and Evaluation (M & E) Team composed
of selected teachers from Kinder to Grade six, google
Masterlist of non-readers (level 1)
sheet is used for fast and convenient access of learners’
performance.
In the assessment tool, a score of one (1) is given
if the leaners were able to master the assigned task and
if fails to master it, he will be given zero.
The result of the assessment will be viewed by
the class adviser who is in charge of the tutorial.
In the event that the learner, failed to master
the target task of the week, the teacher must
need to reteach the lesson of the previous
week before he can proceed to the next tutori-
al lesson.
As part of the MOVs, teachers are re-
quired to upload the photos or videos of their
daily tutorial at the google drive.
 One of the main reasons why
learners cannot master the target tutorial
lesson of the week is due to their habitual
absences.
As an intervention , teachers
conducted constant home visitation to
these learners.
“Support and cooperation of the
parents play a big role in the improvement
of the learners,” teacher Aviles said.
According to teacher Pheng, sixty
percent (60%) of her learners last June
2019 can’t even recognize the letter its
sound but after the constant collaboration
with their parents learners managed to
overcome their difficulty in recognizing the
letters and its sound.
Masterlist of non-readers (level 1) Photos of daily reading tutorial uploaded in google drive
Success Indicator
...from page 1
but this time, on a one-to-one basis, where all of the atten-
tion is devoted to the students who is experiencing prob-
lems.
Reading materials and activities used for FRIESS are
broken down into small chunks, but still made engaging, so
that the pupil in question will be able to maintain concen-
tration more readily. Computer-based tasks are something
that students usually find particularly enjoyable and many
reading intervention tutors have access to reading-focused
programs that the student may find helpful.
Furthermore, this program can be incorporated in-
to everyday classroom setting by structured reading pro-
grams outside class time, private tutoring, making chang-
es to the way the teacher instructs the class and providing
alternative activities as well.
FRIESS has now being intensified when BABIBU comes up
wherein the target are the children who are able to read,
no one is left behind.
The ability to read does not develop naturally, with-
out careful planning and instruction and to give the best
reading intervention, project FRIESS has made its way.