Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

Ministry of Basic, Higher and Technical Education
SCHOOLS DIVISION OF MAGUINDANAO II
Datu Odin Sinsuat, Maguindanao
Office of the Schools Division Superintendent

RECALL ALMA
Reading and Counting Across Language Literacy and Learning Materials

A Reading Initiative of SDO Maguindanao II in Support to MBHTE 5 Bs Program

Introduction

The COVID-19 pandemic has had far-reaching effects on nearly every aspect of society,
including education. Although advances in educational technology in the last few decades proved
immensely useful during this pandemic (Dhawan, 2020), teachers, students, parents, and other
relevant educators faced many challenges that they were not ready to overcome (Chakraborty et
al., 2020). School leaders and teachers rushed to completely redesign their educational delivery
models, parents balanced work demands with the responsibility of ensuring their children were
accessing instruction from home, and students struggled to stay engaged and connected with their
teachers and peers online. Many scholars undertook broad research on educational practices to
explore how COVID-19 has impacted teaching and learning nationally, with several organizations
conducting and reporting surveys in phases throughout the first four months of remote learning.

In 2020, schools globally were fully closed for an average of 79 teaching days, while the
Philippines has been closed for more than a year, forcing students to enroll in distance learning
modalities. The associated consequences of school closures – learning loss, mental distress,
missed vaccinations, and heightened risk of drop out, child labour, and child marriage – will be felt
by many children, especially the youngest learners in critical development stages. (UNICEF
Philippines Representative Oyunsaikhan Dendevnorov, 2021)

In the context of Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), several

approaches and endeavors in the education system were undergone to face those challenges.
The Ministry of Basic, Higher and Technical Education (MBHTE) recently introduced the reading
program “Bawat Bata sa Bangsamoro ay Bumabasa at Bumibilang (5 Bs Program) which aims at
reaching every child in the region and provide necessary interventions to recover learning loss
they had due to COVID -19 pandemic including serious problem in reading and numeracy.

Parallel with the goal of MBHTE to have recovery of such learning loss in reading and
numeracy among school children, the schools division of Maguindanao II came up with a reading
initiative to help teachers make every learner a reader at or above their respective grade level.
This initiative shall bring every school into a cohesive reading strategy at school level by means of
securing supplementary reading materials appropriate to each learner in the grade level. These
materials are identified by all teachers by grade and upon unanimous recommendation, shall be
provided by the school head to all teachers. Technical assistance through Learning Action Cell
(LAC) sessions and the like are provided by the Schools Division Office, district or school.
Generally, these endeavors were made possible in collaboration with all members of Curriculum
Implementation Division (CID), supervisors, school heads and teachers who are all committed to
adhere faithfully in delivery of service by the rule of law as inspired by transparency and
accountability.
Six Components and Definitions

1. Leadership Development. A key element of the SDO technical assistance is providing short
orientation among teachers and administrators on the preparation and administration of the
reading initiative RECALL ALMA.

2. Diagnostic Assessment. A selected passage from Phil-IRI, EGRA or textbook is the primary
instrument used to test pupils from kindergarten to Grade 6. It measures basic ability in the areas
of letter name knowledge and oral reading skills.

3. Competency-based Material. The RECALL ALMA initiative secures learning materials which
focus on oral language development, reading comprehension and study strategies as domains of
language and literacy aligned with speaking, reading and writing skills.

4. Intermediate Intervention. Students identified as struggling readers are placed in a catch-up

reading program and receive an intensive remediation by the class adviser or reading teacher.

5. Progress Monitoring. Teachers assess individual students' reading performance on an

ongoing basis, and provide differentiated instruction that allows them to proceed in the next level
and succeed at their own pace.

6. Periodical Performance Assessment. Student performance is monitored monthly using

national, local or school-approved instrument in reading assessment.

Preparation and Administration

1. Schools Division Office through the CID adopting supervisors of districts or municipalities shall
conduct orientation to teachers of individual or clustered schools on the preparation and
administration of RECALL ALMA.

2. The school shall provide all teachers with identified supplementary reading materials
appropriate to certain grade level.

3. Class adviser or reading teacher upon completion of list of struggling readers, shall conduct
remedial class in reading to individual learner in a given period.

4. Individual performance of the learners shall be monitored by the teacher every after two weeks
using the sample template or locally-made motoring tool to determine their progress in reading.

5. The school shall conduct monthly reading assessment to all identified learners by class in all
grade levels to determine periodical performance of school in the reading remediation activities.

6. Results of monthly assessment shall be consolidated and kept by the school for future
reference.

7. Schools Division Office through the CID adopting supervisors and other personnel shall conduct
random monitoring of schools on the implementation of RECALL ALMA in support to MBHTE 5Bs
program and provide necessary technical assistance to teachers and strengthen collaboration with
schools and stakeholders.
 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
Schools Division of Maguindanao II
_______________________________________
__________________________________

Reading and Counting Across Language Literacy and Learning Materials

(RECALL ALMA)

A school reading initiative in support to MBHTE 5 Bs Program

Supplementary Reading Materials

SY 2022 – 2023
SAMPLE ONLY

Level Kindergarten Grade 1 Grade 2 Grade 3

Marungko
1 Letter Name Letter Name
(Aralin 9, 10 )
Marungko
2 Letter Sound Letter Sound
(Aralin 11, 12 )
Marungko Marungko Marungko
3 (Aralin 1 – 2 ) (Aralin 5, 6, ) (Aralin 13, 14, 15)
Marungko Marungko Fuller (Words)
4 (Aralin 3 – 4 ) (Aralin 7,8 )
Fuller (Phrases)
5 Number Name Fuller (Words)
Fuller (Sentences)
6 Counting 1-20 Fuller (Phrases)
Fuller (Paragraph)
7 Counting Objects Fuller (Sentences)
Fuller (Short Story)
8 Fuller (Paragraph)
Counting 1 – 200
9 Counting 1 – 100
Counting Objects Counting Objects
10

________________________________ ________________________________
Class Adviser Principal
 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
Schools Division of Maguindanao II
_______________________________________
__________________________________

Reading and Counting Across Language Literacy and Learning Materials

(RECALL ALMA)

A school reading initiative in support to MBHTE 5 Bs Program

Supplementary Reading Materials

SY 2022 – 2023
SAMPLE ONLY

Level Grade 4 Grade 5 Grade 6

Marungko Marungko Marungko
1 (Aralin 16 – 20) (Aralin 16 – 20) (Aralin 16 – 20 )
Fuller (Words) Fuller (Words) Fuller (Words)
2
Fuller (Phrases) Fuller (Phrases) Fuller (Phrases)
3
Fuller (Sentences) Fuller (Sentences) Fuller (Sentences)
4
Fuller (Paragraph) Fuller (Paragraph) Fuller (Paragraph)
5
Fuller (Short Stories) Fuller (Short Stories) Fuller (Short Stories)
6
Reading Reading Comprehension Reading Comprehension
7 Comprehension
Number Words Number Words Addition & Subtraction
8
Addition Addition & Subtraction Division & Multiplication
9
Word Problem
10 Subtraction Division

________________________________ ________________________________
Class Adviser Principal
 Republic of the Philippines
Bangsamoro Autonomous Region in Muslim Mindanao
Ministry of Basic, Higher and Technical Education
Schools Division of Maguindanao II
_______________________________________
__________________________________

Reading and Counting Across Language Literacy and Learning Materials

(RECALL ALMA)

A school reading initiative in support to MBHTE 5 Bs Program

Individual Reading Assessment

Grade & Section : __________ As of ___________________________ SY: 2022 – 2023

Number of Learners : Male: ____________ Female: _____________ Total: _______________
5 Bs Participants : Male: ____________ Female: _____________ Total: _______________

Individual Reading Level

Name of Learner
1 2 3 4 5 6 7 8 9 10
________________________________ ________________________________
Class Adviser Principal

RECALL ALMA
Reading and Counting Across Language Literacy and Learning Materials

A Reading Initiative of
BAGO CENTRAL ELEMENTARY SCHOOL
in support to
MBHTE 5 Bs Program
SY 2022 – 2023

(Please use sticker paper & paste on the cover of the organizer/clear book)

NOTE:

 All listed supplementary reading materials by grade level must be placed in one organizer
or clear book of individual teacher or class adviser.

 School head shall provide all those supplementary reading materials and organizers or
clear books for the teachers.

 Individual reading assessment shall be done every two weeks where teacher ensures that
all words or numbers are read correctly by the identified learner before taking up the next
level.

References:

 Educational Research and Development Journal 53 Summer 2021,

Vol. 24, No. 1, pp. 53–84
 ED469927 2002-12-00 Recent Reading Initiatives: Examples of National, State, and
Professional Organizations' Efforts. ERIC Digest. ERIC Development Team
www.eric.ed.gov
 UNICEF Philippines Press Release, 25 August 2021
 DepEd Order No. 34, s. 2022
 DepEd Order No. 35, s. 2022
 MBHTE Regional Memo 841, s. 2022
 MBHTE Regional Memo 792, s. 2022