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NRP ON CATCH UP FRIDAYS For DepEd

The document outlines the key components of the National Reading Program (NRP) in the Philippines. It discusses the goals of improving reading skills through access to materials and teacher professional development. It describes the roles of teachers, researchers, and support mechanisms. It also provides details on assessments, curricula, learning resources, theories of language acquisition, and recommended reading activities for different grade levels and learner profiles.

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Chrisna May Talanquines
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3K views20 pages

NRP ON CATCH UP FRIDAYS For DepEd

The document outlines the key components of the National Reading Program (NRP) in the Philippines. It discusses the goals of improving reading skills through access to materials and teacher professional development. It describes the roles of teachers, researchers, and support mechanisms. It also provides details on assessments, curricula, learning resources, theories of language acquisition, and recommended reading activities for different grade levels and learner profiles.

Uploaded by

Chrisna May Talanquines
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ț.

NRP and the


Languages

2. NRP Components

Ş. Assessment

Ş, Ourriculum

Ş, Delivery

ğ. Learning Resources
NRP is an initiative aimed at improving
reading skills and outcomes for children
and young people across the country by
providing access to high—quality reading
materials and resources, as well as
professional development opportunities for
teachers and other education
professionals.
TEACHER
S

Reading P\ogra.ms
é
/n/e.pliers

RESEARC
H

SUPPORT
MECHANISMS
NEAs LGUs. Devec$x»enI Parlrars. P a " b .
Pnvab Se¢c•. Cml Sodety 0r§aneatons. TEIs ”” !
LEARNING
RESOURCES

THEORIES
ONLANGUAGE
ACOUISITIŒI
6LEARNING
Oracg f'or literacu is the Critical and applied Multiliteracies refers to
ability to use relevant literacu refer to the the ability to understand
oral language elements. information and the
central thinking skill that
design of meaning
involves questioning and
Basic literacy refers to through the manipulation
examination of ideas; the
the skills used for the of individual modes:
skills to synthesize,
initial learning of reading linguistic meaning, visual
analyze, interpret,
and writing. meaning, audio meaning,
evaluate, and respond to
texts; and the ability to gestural, tactile, and
evaluate the veracity of spatial meaning.
information and make
connections and
judgements of the
relevance of information.
Reading Reading
Enhancement Interventio
n
RE60IN6 ENHAR6EMENT
This refers to an activity or
set of activities designed to
develop a love for reading ‹
and promote the culture of
reading among learners
who have proficiently
mastered the prerequisite
skills for the
nextreadingstageorgrade
level.
This refers to the process of
helping learners who have
noL attained proficiency in
the prerequisite reading skills
for the next reading stage. It
facilitates a platform that
helps bridge the gap in
reading.
This 5- to 8-minute This diagnostic test is
standard rapid assessment administered for 30 minutes
tool is administered twice a during class time to
year (BoSY & EoSY) in KS1to determine learners' abilities
determine the learner's and needs in reading in KS2.
reading performance, assess
the ongoing program, See the Phil-lRl /\«/anuaI,
predict learner achievement, 2018.
and inform instruction.
FOR FULL REFRESHER:
The Emer Gurriculum
focuses on the mastery of
Phonological Awareness
and Alphabet Knowledge.

FOR MODERATE REFRESHER:


The Develoain
Gurriculum targets Alphabet
Knowledge and Phonics Instruction

leadingto mastery of Word


Recognition.
FOR LIGHT REFRESHER:

The Transitionin Curriculum

is designed for more complex


120 minutes 30 minutes

Activate learners prior Develop learners various Provide the learners


knowledge to spark their reading skills to improve the chance to reflect,
interest and motivate their vocabulary, learn develop deeper
them to read. This first new words and understanding of the
part of the session is for expressions, and enhance text, and promote the
goal setting as the their creativity and use of language or
learners prepare for the imagination. During this new learned words in
reading process that shall part, both the teacher creative wag.
help in improving and learners engage in
comprehension and meaningful and active use
tention ofthe text. of the language.
GRADE READING OPTION OPTION OPTION OPTION
LEVEL PROFILE 1 2 3 4
Teacher Teacher
Full Refresher A A
Moderate Teacher Teacher Teacher
1 Refresher A B B
Teacher Teacher
Light Refresher C C
Teacher Teacher
Full Refresher D A
Moderate Teacher Teacher Teacher Teacher
2 B A
Refresher E B
Teacher Teacher
Light Refresher F C
Teacher Teacher
Full Refresher G A
Moderate Teacher Teacher Teacher
3 Refresher C H B
Teacher
Light Refresher Teacher I C
SUGGESTED TARGET ACTIVITIES
SUGGESTED TIME Moderate
DURATION Full ReTresher Light
Refresher
ReTresher
30 minutes
Introduction
Oral Language
40 minutes Activity Worksheet 1 Worksheet 1
Oral Language
40 minutes Worksheet 1 Worksheet 2 Activity
Oral Language
40 minutes Worksheet 2 Activity Worksheet 2

30 minutes Fun Actiyity Fun Activity Fun Activity


PREPARA7I0M ßEDICATED
Aß0 RE6DCN0 AND SHARINO
Prepare the environment TIME To assess progress and
and learners for the target instruction bg
Engage in
reading session. identifying ana addressing
uninterrupted reading.
isstzes in reading; to
provide a meaningful and
supportive relationship with
peers; to refecton and
share reading experiences;
Consolidate information and to ensure continuous
gained from reading. monitoring of learner's
progress bp creating an
individual development plan
which shall provide
opportunities for Feedback,
problem—solving, and
course correction.
SECOND KEY
FIRST KEY STAGE STAGE THIRD KEY STAGE

Sounding out words Choral Reading Book Club


Segmenting onset and
Partner Reading Reading Journals
rimes Picture-Word Find the Synonym Author Study
Association Word
Dialogic Reading Reading Response
Classification Game Asking
Take Turns Project
questions- who, what,
Reading Silent Sustained
Summarize the Reading Reading
where
Making Predictions Text Book reports Challenges Literature
Reading Aloud Review the BoDk Circles
Repeat after Extend the Story Reading Aloud
Me Picture Reading Aloud Genre Exploration
Reading Silent Sustained Independent Reading
Talking Reading Projects
Regional Offices (ROs) and Schools Division Offices (SDOs)
may utilize reading resources that are available in their
respective schools provided that these materials are aligned
with the overarching competencies indicated in the lesson
guides.
These instructional materials must be learner—
centered, inclusive, developmentally appropriate,
relevant, respon research-based, gender and culture-
sensitive, and contextualized.

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