Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Schools Division Office of Pangasinan II
Canarvacanan, Binalonan, Pangasinan

ACTION PLAN ON VOCABULARY DEVELOPMENT

School Year 2024-2025

Reading Situations Objectives Target Strategies People Progress Indicator

Approaches Involved
Developmental
Functional/
Enrichment
Remediation 19% or 22 out of -To improve the 22 identified -Administration of PSDS -Improved reading
425 learners reading level of the 22 frustration pre-assessment School Head level of the 11 out of
were identified frustration readers by readers among the identified Teachers 22 identified
as frustration decreasing the number frustration readers Parents frustration readers
readers by at least 50% or 11 - clustering of Different -Produced and utilized
frustration readers learners as to Stakeholders effective instructional
- To produce and a.Nothing Reader materials for Key
utilize effective b. Letter Level stage 1 Learners for
instructional materials c. Word Level vocabulary
for vocabulary d. Phrase Level development
development e.Sentence Level -100% of the key
-To upskill and reskill -Conduct SLAC stage 1 teachers have
teachers on the new session/collaborative participated and
trends in effective expertise among attended INSETs on
vocabulary teachers effective reading
development (Orientation on the strategies for
instruction Reading Program, vocabulary
production of development
instructional -oriented parents on
materials, etc.) the different activities
-Parent orientation involved in the school
on the Reading reading program
Program -organized parent
(Organization of reading club and have
Parents Reading identified their
Program) programs and projects
-SLAC on the for reading among the
development of the frustration learners
instructional -Funds from different
materials for stakeholders were
vocabulary raised for the
development production of different
-Encourage teachers instructional materials
to attend INSETs on for vocabulary
effective reading development
strategies focused on -Best practices on
vocabulary effective teaching
development strategies in reading
-Benchmarking of for vocabulary
the best practices in development were
teaching reading and employed by the
vocabulary teachers
development among
teachers
-Scan the
environment for
 potential donors for
the funding on
Instructional
Materials
Development
-To enhance the 403 -Administration of -Provided wide
Recreational 403 out of 425 reading level of the instructional pre-assessment PSDS opportunities for the
learners were identified instructional and among the identified School Head identified instructional
identified as and independent independent instructional and Teachers and independent
instructional and readers readers independent readers Parents readers in the use of
independent -To design functional - clustering of Different reading materials
readers reading learners as to Stakeholders made available at the
corners/library/reading a. Sentence Level reading
park with effective b. Story Level with corners/library/reading
reading materials for Comprehension park
the instructional and c. Local Material -100% of the key
independent readers Level with stage 1 teachers have
comprehension participated and
-Conduct SLAC attended INSETs on
session/collaborative effective reading
expertise among strategies for
teachers vocabulary
(Orientation on the development among
Reading Program, the instructional and
production of independent readers
instructional -oriented parents on
materials, etc.) the different activities
-Parent orientation involved in the school
on the Reading reading program
Program -organized parent
(Organization of reading club and have
Parents Reading identified their
 Program) programs and projects
-SLAC on the for reading among the
development of the frustration learners
instructional -Funds from different
materials for stakeholders were
vocabulary raised for the
development production of different
-Encourage teachers instructional materials
to attend INSETs on for vocabulary
effective reading development
strategies focused on -Best practices on
vocabulary effective teaching
development strategies in reading
-Benchmarking of for vocabulary
the best practices in development were
teaching reading and employed by the
vocabulary teachers
development among
teachers
-Scan the
environment for
potential donors for
the funding on
Instructional
Materials
Development
Enhancement Out of 425 To enhance their Out of 30 Conducting Pre- Enhanced their
pupils there are 7 reading proficiency of pupils there Assessment/Pre-Test PSDS reading proficiency of
advanced pupils the advanced learners are 7 Giving set of School Head the advanced learners
To enable learners to advanced activities on Teachers
use words in different pupils. vocabulary Parents Enabled learners to
contexts. 100% of the enhancement using: Pupils use words in different
 learners 1. Word Hunt Different contexts.
reading was 2. Word Stakeholders
enhanced Pyramid
3. Inference
Clue
4. Antonyms
5. Synonyms
6. Cause &
Effects
7. Word Web

Prepared by:

NAME POSTION NAME POSITION

RICHELDA G. PANGILINAN Principal IV CHRISTINE C. MONTERO
SHERYL JOY D. LIQUIRAN Teacher III GERALDINE F. OROSCO
FREDELEINE L. PINE Principal III MARILOU B. ENUMNENG
JENNILYN M. TINTAC Teacher III LORYLEE S. MENDOZA
GIGI Q. VISPERAS Principal II JASMIN YEE SORIANO
ANGELICA Z. COLLADO Teacher II SHEILA V. MACAYAN
JACINTO O. CABERO, JR. Principal IV LOU L. BIASON
RUTH ANN L. POSERIO Master II ADELINA L. PATA
ALPHA BETH C. ESTEFA Teacher I MA.THERESA R. CASERO
EDLYN MAY V. DOMINGUEZ Teacher III LAARNI G. GANZON
OLIVIA L. DELOS SANTOS Master Teacher II RHODORA L. TABIGNE
JEMYMA L. CORPUZ SHIRLEY E. TERSOL Head Teacher III
JEAN C. ALAP MARIETA M. SANTIAGO Master Teacher II
DEXIE S. EVANGELISTA Teacher III HANNAH GENNE L. TAMONDONG Teacher III / TIC
FLORDELIZA L. RAMOS Teacher III JOLINA SARAH C. BAUTISTA Teacher II