Republic of the Philippines
Department of Education
Region VIII
Division of Samar
Villareal -1 District
INASUDLAN ELEMENTARY SCHOOL
Attendance
August 26, 2024
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
Building Strong Readers: RRE Intervention for Grade 3&4
Activity Title Pupils
The activity was proposed by the Reading Coordinator and Grade
Proponent 3&4 Teacher of Inasudlan Elementary School, in coordination
with the School Head.
Date August 26, 2024
Venue Inasudlan Elementary School
Participant Grade 3&4 pupils identified through reading assessments
s CRLA as performing at the frustration level.
This reading intervention program was initiated to address
these gaps through structured Remediation, Reinforcement,
and Enhancement (RRE) strategies. The goal is to build
Description
foundational reading skills, boost learner confidence, and
promote gradual improvement through differentiated
instruction.
Objectives This intervention aims to:
• Identify Grade 3&4 pupils performing at the frustration
level in reading.
• Provide remedial support using phonics-based and
learner-centered strategies to improve decoding, fluency,
and comprehension.
• Conduct reinforcement activities to help pupils retain
and apply learned reading skills.
• Design enhancement tasks for pupils who begin to
move up to the instructional or independent reading
level.
• Promote a reading culture and positive learning
attitude among struggling readers.
HIGHLIGHT OF ACCOMPLISHMENTS
Impact / Results:
The reading intervention significantly improved the performance of Grade
3&4 frustration-level pupils. Over half of the learners progressed to a higher
reading level, with noticeable gains in fluency and comprehension. Pupils
became more confident and engaged, while teachers effectively applied
differentiated strategies. Collaboration among teachers and support from
parents also contributed to the program’s success.
POST-ACTIVITY EVALUATION
Participants shared that they learned valuable strategies to
effectively support struggling readers. The intervention
Participants’ techniques were practical and engaging, making it easier to
Feedback address the diverse learning needs of Grade 3&4 pupils.
Teachers also appreciated the hands-on activities that made
lessons more interactive and enjoyable for learners.
Methodology:
The activity began with a short opening program.
An orientation on the implementation of Remediation,
Reinforcement, and Enhancement (RRE) strategies
for Grades 3&4 reading intervention was conducted.
Management of the Activity:
Planning- Organized collaboratively by the school head and
key teaching staff, with support from the reading coordinator,
to ensure the intervention addressed the specific needs of
Grade 1 frustration-level readers.
Implementation- A series of orientations and discussions on
RRE strategies, along with the demonstration of reading
intervention techniques.
Monitoring- Classroom-based observations and learner
progress tracking was discussed as part of follow-up plans.
Logistical Arrangements:
No contribution being asked during the said activity.
Recommendat
None
ions
Prepared by:
DANIEL H. HILVANO
Teacher III
Noted:
MA. LOREZA O.
OBREGON
Republic of the Philippines School Head
Department of Education
Region VIII
Division of Samar
Villareal -1 District
INASUDLAN ELEMENTARY SCHOOL
123875
School Form
1
Grades 3 & 4
S.Y.2024-2025
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 Reading Intervention program revealed that a significant
number of Grade 3&4 pupils were performing at the frustration level in
reading, indicating the need for focused support. The implementation of
Remediation, Reinforcement, and Enhancement strategies helped
address these gaps by providing tailored instruction based on individual
learner needs.
Remediation activities effectively improved basic decoding
and word recognition skills, while reinforcement exercises strengthened
fluency and comprehension. Enhancement tasks successfully engaged
more advanced learners, promoting higher-order thinking and sustained
interest in reading.
Teachers reported increased confidence in managing diverse
learner abilities through differentiated instruction. However, some
challenges remained, such as limited instructional time and the need for
more reading materials suited to varying levels.
The program contributed positively to pupil progress,
underscoring the importance of continuous monitoring and sustained
intervention to achieve lasting improvements in reading proficiency.
Prepared by:
DANIEL H. HILVANO
Teacher III
Noted:
MA. LOREZA O.
OBREGON
School Head