Brigada Pagbasa
Brigada Pagbasa
Brigada Pagbasa
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
Brigada Pagbasa, as a form of Brigada Eskwela’s initiative, seeks to enhance the reading abilities and
comprehension skills of learners especially Kindergarten to Grade 6 pupils. It is an offshoot to Brigada Eskwela,
which primarily aims to prepare schools for the opening of classes through the help and assistance of various
stakeholders.
The Brigada Pagbasa campaign aims to help Filipino children to become functionally literate and contributes
to empowering parents, caregivers, community volunteers, and education stakeholders within the context of
transparency and local accountability by creating a link between partners and vulnerable communities to support
last-mile learners and ensure access to after-school structured literacy development programs.
The project, an extension of the Brigada Eskwela campaign that promotes community participation in time for
school opening. It will bring together experts, change makers, policy-makers, and other stakeholders across all
Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
sectors from international and local agencies, as well as public and private organizations to spread reading literacy
“Literacy, most especially amongst the children and youth, is one of the key factors that determines how well
a country progresses in this rapidly-changing world. We have an unfortunate reality where some Filipinos, both
young and old, are still struggling with their literacy skills, “said Mr. Rommel Fuerte, executive Director of World
Legal Basis:
DepEd Memorandum No. 173, s. 2019 dated November 22, 2019, from Secretary Leonor Magtolis Briones,
Enhance the skills of the learners in reading and improve their comprehension
Develop the habit of reading for the learners and make reading as an enjoyable activity
Involve the parents as partners for developing or enhancing their child’s reading skills
III. Activities/Strategies
ns needed 2. Encourage r nt
for the participation of -All presentati
implement parents, Teaching on
ation of community, and personnels
BRIGADA stakeholders in -P.T.A
ESKWELA the President
/BRIGADA implementation -Parents
PAGBASA of Brigada
2021 Pagbasa
Program
3. Inform the
education
partners/
stakeholders
particularly the
Brgy. Captain or
the Purok
Leader in the
community to
help learners
read and
become
functionally
literate.
Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
2. Teachers
and
learners
should
follow
Health
protocols
like
sanitizing
Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
and
temperatur
e check
before
conducting
the
reading
session,
following
social
distancing,
wearing of
facemask
and face
shield.
3. The
reading
session is
given 1
hour and
30
minutes
per day
and the
Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
teacher
should
follow a
reading
activities
to be
achieved
per
session
4. SK will help
4. Post- 1. To -Principal assessme Document MOOE/ 75 - 100%
Implementatio intensify -Assigned nt form ation and LGU of the
n the Teachers attendanc learners are
implement -Pupils certificate e potential
- ation of s readers
Assessme the Accomplis based on
nt and program, hed post- the post-
Evaluation there must assessme reading
be nt form assessment
monitoring
and
evaluation
of the
principal.
Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
2. Conduct of
post-
reading
assessme
nt to
evaluate
the
learning
outcomes
and
progress
among
learners
3. Giving of
certificates
to learners
and
teachers
Purok Acacia-
Purok Cebuano -
Letter-reading coor
Brgy. Captain
Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
Purok Leader
Prepared By:
Checked By:
Jannet E. Madayag
Brigada Eskwela-Coordinatot
Noted By:
Jocelyn O. Gerolaga
School Head – III
Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
RATIONALE:
To improve students’ reading comprehension, teachers should introduce strategies of effective readers If the
struggling readers in your content classroom routinely miss the point when “reading” content text, consider teaching them
one or more of the seven cognitive strategies of highly effective readers. Cognitive strategies are the mental processes used
by skilled readers to extract and construct meaning from text and to create knowledge structures in long-term memory.
When these strategies are directly taught to and modeled for struggling readers, their comprehension and retention improve.
Struggling students often mistakenly believe they are reading when they are actually engaged in what researchers call mindless
reading (Schooler, Reichle, & Halpern, 2004), zoning out while staring at the printed page. The opposite of mindless reading is the
Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
processing of text by highly effective readers using cognitive strategies. These strategies are described in a fascinating qualitative
study that asked expert readers to think aloud regarding what was happening in their minds while they were reading. The lengthy
scripts recording these spoken thoughts (i.e., think-alouds) are called verbal protocols (Pressley & Afflerbach, 1995). These
protocols were categorized and analyzed by researchers to answer specific questions, such as, What is the influence of prior
knowledge on expert readers’ strategies as they determine the main idea of a text? (Afflerbach, 1990b).
The protocols provide accurate “snapshots” and even “videos” of the ever-changing mental landscape that expert readers construct
during reading. Researchers have concluded that reading is “constructively responsive-that is, good readers are always changing
their processing in response to the text they are reading” (Pressley & Afflerbach, 1995, p. 2). Instructional Aid 1.1 defines the seven
cognitive strategies of highly effective readers, and Instructional Aid 1.2 provides a lesson plan template for teaching a cognitive
strategy.
In my classroom Grade 6- Neptune I introduce the Marungko Approach, Igave theme the copy and call them one-by-one in my
free time to practice to read, and those pupils are my none-readers, and eventually they can read syllables. And gave them
My best practices/strategies that could develop strong reading skills and confidence for all my pupils—including
have poor fluency skills and pronunciation modeled, and asking students to take turns reading aloud in front of the
whole class can classify struggling readers so,before starting the lessons let the pupils read first .Choral reading—
when the teacher and class read a text aloud together—takes the spotlight off of struggling readers while encouraging
them to participate.then thePairing students from upper and lower grades- or adapt a teacher and a brother. Pupils
pairs can meet at least once a month for 30 minutes. At first, let the younger students choose the books to increase
their engagement; later, have older students share their favorite reads. As the younger kids’ skills develop, they can
start reading too, instead of just listening. Lastly the pullout sessions, during my free time I pull out slow readers and
Prepared By:
Jocelyn O. Gerolaga
School Head – III
Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Lutayan II Distict
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