Republic of the Philippines
Department of Education
Region VIII
Division of Samar
Villareal -1 District
INASUDLAN ELEMENTARY SCHOOL
Attendance
February 17, 2025
Teachers’ Name Signature
MA. LOREZA O. OBREGON
DANIEL H. HILVANO
CRISTINE S. ENECILLO
Prepared by:
CRISTINE S. ENECILLO
Teacher III
Noted:
MA. LOREZA O.
OBREGON
School Head
Republic of the Philippines
Department of Education
REGION VIII – EASTERN VISAYAS
SCHOOLS DIVISION OF SAMAR
DISTRICT OF VILLAREAL-1
VILLAREAL, SAMAR
ACTIVITY COMPLETION REPORT
BACKGROUND OF THE ACTIVITY
Talk Time: RRE-Based Oral Language Intervention for
Activity Title Grade 3 & 4 Learners
The activity was proposed by the English Coordinator and
Proponent Grade 3 & 4 Teachers of Inasudlan Elementary School, in
coordination with the School Head.
Date February 17, 2025
Venue Inasudlan Elementary School
Grade 3 and 4 pupils identified through oral language
Participant
assessments as having difficulty in vocabulary, sentence
s
formation, pronunciation, and expressing ideas clearly.
This oral language intervention uses the Remediation,
Reinforcement, and Enhancement (RRE) framework to support
Grade 3 and 4 learners struggling with basic speaking and
communication skills. Learners were grouped by skill level to
Description
provide focused support, with activities designed to remediate
foundational gaps, reinforce learning through engaging
interactive tasks, and enhance oral language fluency and
confidence.
Objectives The intervention aims to:
Identify Grade 3 & 4 pupils struggling with oral language
skills.
Provide Remediation through vocabulary building,
simple sentence construction, and pronunciation
exercises.
Conduct Reinforcement with rhymes, chants, role-
playing, and speaking games to deepen oral language
skills.
Offer Enhancement through storytelling, show-and-tell,
and simple oral presentations for learners showing
progress.
Boost learner confidence and encourage active
participation in speaking activities.
HIGHLIGHT OF ACCOMPLISHMENTS
Impact / Results:
The Talk Time intervention led to marked improvement in oral
communication skills among Grade 1 and 2 learners. Over 50% of participants
showed increased vocabulary usage, clearer sentence formation, and better
pronunciation. Learners became more confident and willing to participate in
class discussions. Teachers reported that differentiated instructional strategies
were effective, and peer and parental support contributed to learners’
progress.
POST-ACTIVITY EVALUATION
The RRE-based speaking activities were engaging and easy
to implement.
Learners enjoyed interactive games, rhymes, and role-
Participants’ playing that made learning fun.
Feedback Teachers found the intervention helpful in addressing
specific oral language needs.
Peer collaboration and supportive classroom
environment increased learner motivation.
Methodology:
A short opening program introduced the intervention and
objectives.
Orientation sessions explained the RRE approach and its
application in oral language development.
Demonstrations and practice of remediation,
reinforcement, and enhancement activities were
conducted.
Learners were grouped by oral language proficiency to
tailor instruction.
Management of the Activity:
Planning:
The English Coordinator, Grade 3 & 4 teachers, and
School Head collaboratively planned the intervention
based on oral language assessment results.
Implementation:
Teachers conducted regular oral language sessions
applying RRE strategies, including vocabulary drills,
storytelling, role-playing, and show-and-tell.
Monitoring:
Progress was tracked through observational checklists,
recordings of learner responses, and regular oral
assessments to guide movement across RRE phases.
Logistical Arrangements:
No financial contribution was required from participants.
Materials such as flashcards, storybooks, and audio aids
were provided by the school.
Learning resources were reused or created by teachers.
Recommendat Extend the intervention to include listening
ions comprehension activities for a more comprehensive
language approach.
Integrate RRE oral language strategies into daily
classroom routines to reinforce learning continuously.
Provide training workshops for parents to support
oral language development at home.
Prepared by:
DANIEL H HILVANO
Teacher III
Noted:
MA. LOREZA O.
OBREGON
School Head
Republic of the Philippines
Department of Education
Region VIII
Division of Samar
Villareal -1 District
INASUDLAN ELEMENTARY SCHOOL
123875
Analysis
The Talk Time intervention demonstrated the effectiveness of
the Remediation, Reinforcement, and Enhancement (RRE) framework in
developing oral language skills among early-grade learners. Through
targeted remediation, pupils who initially struggled with vocabulary,
pronunciation, and sentence formation received the foundational support
they needed to express themselves more clearly and confidently.
Grouping learners by ability rather than grade level allowed teachers to
tailor instruction to individual needs, ensuring no learner was left behind.
The gradual progression from basic drills to interactive speaking tasks
and enhancement activities helped reinforce learning and supported
steady improvement in oral fluency.
The intervention also underscored the importance of learner
engagement and active participation in language development.
Reinforcement activities such as rhymes, chants, and role-playing proved
to be highly effective in building learners’ confidence while keeping them
motivated. As pupils began to enjoy speaking tasks and gained
confidence in their oral skills, they became more willing to share ideas
and participate in classroom discussions. Teachers benefited from the
structured RRE approach, which provided clear pathways for addressing
specific language challenges. The involvement of peers and positive
classroom interactions created a supportive environment that further
enhanced learning outcomes. Overall, the intervention not only improved
oral communication skills but also fostered a more expressive and
collaborative classroom culture.
DANIEL H. HILVANO
Teacher III
Noted:
MA. LOREZA O.
OBREGON
School Head