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
Write Right: RRE-Based Writing and Language
Activity Title Intervention for 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 January 6, 2025
Venue Inasudlan Elementary School
Grade 3 and 4 pupils identified through written output
Participant
assessments as performing at the frustration level in writing
s
and language
The Write Right intervention was proposed by the English
Coordinator and Grade 3 & 4 Teachers of Inasudlan Elementary
School, in coordination with the School Head. Based on
formative assessments and writing samples, a number of
Description learners were identified as having difficulty with sentence
construction, grammar, and written expression. This writing
intervention aims to address those learning gaps using the
Remediation, Reinforcement, and Enhancement (RRE)
approach.
Objectives This RRE-based writing intervention aims to:
Identify Grade 3 & 4 pupils struggling with basic writing
and language skills.
Provide Remediation through focused instruction on
penmanship, basic sentence writing, and grammar.
Conduct Reinforcement through writing drills,
collaborative writing, journal entries, and sentence-
building games.
Offer Enhancement activities such as guided paragraph
writing, storytelling, and creative writing projects for
pupils who show improvement.
Build confidence and foster a love for writing among
early-grade learners.
HIGHLIGHT OF ACCOMPLISHMENTS
Impact / Results:
The Write Right intervention led to substantial improvement in the writing
skills of Grade 1 and 2 learners. More than 50% of the participants progressed
from the frustration level to the instructional or independent level in writing.
Learners demonstrated enhanced sentence construction, grammar usage, and
spelling accuracy. Increased motivation and confidence in writing activities
were observed. Teachers reported more effective implementation of
differentiated strategies, and the active involvement of peers and parents
contributed to the program’s overall success
POST-ACTIVITY EVALUATION
Teachers and participants expressed the following:
The RRE-based writing strategies were simple,
effective, and adaptable to different skill levels.
Learners enjoyed the interactive writing games and
Participants’ storytelling activities.
Feedback The intervention helped teachers address specific
writing difficulties with greater focus.
Collaboration and peer feedback boosted learner
engagement and interest in writing.
Methodology:
A short opening program introduced the goals and flow
of the intervention.
An orientation session discussed the RRE approach
and its specific application in developing writing and
language skills.
Demonstration and practice sessions showed how to
implement writing activities for remediation,
reinforcement, and enhancement.
Learners were grouped by skill level, not by grade, to
ensure targeted instruction.
Management of the Activity:
Planning:
The activity was collaboratively designed by the English
coordinator, classroom teachers, and the school head, following
an assessment of learners’ writing performance.
Implementation:
Teachers conducted daily writing sessions using structured
RRE techniques, which included mini-lessons, group writing,
peer editing, and enhancement challenges.
Monitoring:
Teachers used writing portfolios, checklists, and observational
notes to monitor progress. Learners’ outputs were regularly
evaluated to determine readiness to move between RRE
phases.
Logistical Arrangements:
No financial contribution was requested from
participants.
Writing materials such as paper, charts, and markers
were provided by the school.
Learning aids (e.g., sentence strips, picture prompts)
were reused or made by teachers.
Recommendat Extend the RRE writing intervention to include basic
ions paragraph writing and guided composition for
more advanced learners.
Integrate the RRE model into regular classroom
instruction to support continuous writing
development.
Consider using RRE strategies in other areas like
listening and speaking for a more holistic approach
to language learning.
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 Write Right intervention demonstrated that using the
Remediation, Reinforcement, and Enhancement (RRE) framework
effectively addresses the diverse writing needs of Grade 3 and 4 learners
performing at the frustration level. By grouping learners according to
their writing skills rather than grade level, the program allowed teachers
to provide focused support tailored to each student’s specific challenges,
such as poor penmanship, weak sentence construction, and limited
grammar understanding. This targeted approach helped close
foundational gaps and enabled learners to develop essential writing skills
at their own pace, which is especially beneficial in early-grade
classrooms where abilities often vary widely.
The program’s success highlights the importance of
sustained practice and scaffolding in writing development.
Reinforcement activities, including peer collaboration and interactive
writing games, not only improved skill retention but also made learning
enjoyable, thereby increasing learner motivation and confidence. The
enhancement tasks encouraged creative expression and higher-order
thinking, enabling learners who had progressed beyond basic skills to
apply their knowledge in meaningful contexts. Teachers’ consistent use
of differentiated instruction and ongoing monitoring ensured that
interventions remained responsive and effective, while the active
participation of peers and parents created a supportive learning
environment. Together, these factors contributed to significant gains in
writing proficiency and fostered a positive attitude toward writing among
early learners.
Prepared by:
DANIEL H. HILVANO
Teacher III
Noted:
MA. LOREZA O.
OBREGON
School Head