LAC SESSION ON THE

UTILIZATION GUIDELINES
OF THE READING
MATERIALS FOR NON-
DECODERS AND NON-
COMPREHENDERS
The Project RESCUE (Recovery and
Engagement of Struggling readers through
Curriculum Updates and Explicit instruction),
and of its objectives is to develop reading
materials that will specifically target non-
decoders and non-comprehenders.
Definition of Terms
• For the purpose of these guidelines, the following terms are
defined as follows:

Academic Profiling- is a process of

identifying the proficiency level of learners
specifically on literacy through the
administration of contextualized reading
assessment tools.
Beginning Reading Skill Components-
comprise reading elements required for
beginning reading such as orientation to
print, letter and sound knowledge, word
decoding, and comprehension.
Explicit instruction- is an
instructional strategy used to meet
the needs of students and engage
them in unambiguous, clearly
articulated teaching.
Learner’s reading progress
report - reflects the learner’s
reading proficiency status
respective to his/her needs; this
also includes teacher’s strategy
and monitoring date for the
interventions being applied.
Non-decoders - are learners who are
having difficulties to apply their
knowledge of letter-sound relationships,
including knowledge of letter patterns, to
correctly pronounce written words, and
inability to recognize familiar words and
figure out words they haven’t seen before.
Non-Comprehenders - are learners who
can decode words but have difficulties
understanding texts or creating meaning
out of what is read.
Types of Comprehension are the levels of
comprehension to help learners
becoming interactive readers such as
literal, reorganization, inference,
prediction, evaluation, and personal
response.
Reading Material for Non-Decoders
-The material for the non-decoders is intended for
learners who haven’t acquired the decoding skills in
correct identification of letters and sounds and word
reading.
-This material can be used by learners in all Key
Stages identified to be having difficulties in any of
the following: a) letter decoding; b) sound decoding;
and c) word decoding.
-The material is sequentially and developmentally arranged
following the skills for teaching beginning reading which are
the following:
1. Orientation to Print 6. Invented Word Decoding
2. Letter Name Knowledge 7. Oral Passage Reading
3. Letter Sound knowledge 8. Reading Comprehension
4. Beginning Letter Sounds 9. Listening Comprehension
5. Familiar Word Reading 10. Dictation and Spelling
Reading Material for Non-Comprehenders
-The material for the non-comprehenders is
intended for learners who are having
difficulties understanding text; they belong
to either Frustration level of Instructional
level.
- Forms of questions are also incorporated in
this material (Yes/No, Alternative, True or
False, WH Question, Multiple Choice).

*Note: The reading materials can be accessed

through the link provided by the LRMDS led by
its EPS.
Recipients of the Reading Materials

 The Reading material for non-decoders

shall be used by the learners who are
assessed to be non-decoders
(letter/sound/word) regardless of their grade
level or key stage.
The Reading material for non-
comprehenders shall be used
by learners who are assessed
to be under frustration level
and instructional level
respective to their Key Stage.
The reading material for non-
comprehenders can also be used by
learners who are already independent as
these materials are developed per reading
comprehension strategy, literary and
academic texts, levels of comprehension
and forms of question; for enrichment
classes, indeed.
Schedule of Utilization
The reading materials shall be utilized
during the remediation/enrichment classes
of schools as stipulated in their class
programs allotted for Project RESCUE
(Recovery and Engagement of Struggling
readers through Curriculum Updates and
Explicit Instruction).
For the Elementary level, the utilization
shall be done during the
remediation/enrichment classes
incorporated in class program allotted for
Project RESCUE. These classes are not
optional rather mandatory as a support
for schools’ learning recovery and
continuity plans
Note: Schools shall strategize on how to
implement the utilization of the reading
materials. If one day or one hour per week
is not enough, schools have the liberty to
allot more time especially for the non-
decoders as long as the monitoring phase
(timeline) is secured and communicated
properly. (to be reflected in the Learner’s
Reading Progress Report)
Personnel/Unit Involved
 
1. School Level
 School heads shall head the implementation of the
reading materials assisted by the English focal
person and School Reading Committee.
 Teachers in one-one plan especially in elementary
shall be responsible in the utilization and monitoring
of the reading materials.
 English/Reading teachers shall lead the
implementation and utilization of the reading
materials.
 The Reading Committee headed by the reading
chairperson and school head shall supervise the
utilization of the reading materials.
 School heads together with the English/Reading focal
persons shall strictly monitor the utilization of these
reading materials before, during, and after the
process. They shall also lead in the preparation of
learner’s reading progress report and other
documents.
 Weekly updating of the learner’s reading
progress report shall be done by the teacher
in charge of the remediation/enrichment
classes.
 Schools shall conduct continuous lac
sessions/fgds relevant to the implementation
and initial results per reading strategy or
reading components.
Division Level
 EPS English together with other education program supervisors
and public schools district supervisors shall monitor and provide
technical assistance in the implementation/utilization of the
reading materials.
 Cid led by the EPS English shall consolidate the data submitted by
the schools; then, prepare an analysis report based on the results.
Reproduction of materials
 Thereproduction of the reading materials is based on the
financial capability of the schools. The following may be
adapted:
o Printed, for those schools that have enough financial
capacity
o Digitized, those that cannot afford to print the materials;
they may convert these materials to slide-decks
presentation and other forms of digitized resources
o Combination, combination of printed and digitized.
Note: teachers in charge of the
remediation/enrichment shall have their own
copy of the materials. As much as possible,
learners who are non-decoders shall have
their own copy. Strategically, teachers may
print the material per reading component
(non-decoder) or per reading comprehension
strategy (non-comprehenders) to budget
what is available.
Assessment
The reading material itself is formative in
nature; scores shall be recorded. The
materials help teachers to identify the
reading proficiency status of learners,
developmentally. Likewise, learners could
monitor their own reading progress.
Per suggested timeline (enclosure 2),
learners shall be given summative
assessment per reading component or
per reading strategy and the results can
be part of the written works in english,
as reading is already embedded in the
melcs of english.
 Meanwhile, learners can only proceed to the next skill or
strategy if he already satisfied the requisite skills. Specifically,
for non-decoder, a learner cannot proceed to letter sound
knowledge if he has not mastered yet the letter name
knowledge. Same with the non-comprehenders, if the learner is
observed to be having difficulties still in noting details, he/she
shall not be proceeding to the next one. Numerically, if the
learner already attained 50% or more in the last activity for that
specific reading strategy (non-comprehenders), he/she is now
entitled to proceed to the next strategy.
Monitoring and Evaluation
 
 The school heads shall take primary responsibility for
supervising the implementation of these utilization
guidelines in their respective schools and shall
communicate the same to all concerned stakeholders
in the school community. They shall also ensure that
all the needed reports are correctly and promptly
submitted.
 The division office through the curriculum
implementation division (CID) led by the EPS english
shall monitor and provide TA relevant to the content,
utilization, and assessment of the materials while the
EPS LRMDS shall monitor the utilization of the
materials whether in print, digitized, or combination,
for the preparation of reports and other needed
documents.
READING SKILL
•ENCLOSURE NO. 2 TO
INCLUSIVE READING SKILL for Non-Decoders
DATES
ACTIVITY
for Non-Comprehenders
DIVISION MEMORANDUM
(depends on the level of
the learner) NO. ________ S. 2022
JULY 2022    
•PROJECT RESCUE
Division Training-Workshop on Innovation on
11 - 20    
Pedagogy and Assessment •(RECOVERY AND
25 Start of Enrollment Period    
AUGUST 2022    
ENGAGEMENT OF
1 - 26 Brigada Eskwela     STRUGGLING READERS
15 Oplan Balik Eskwela    
THROUGH CURRICULUM
Division Training-Workshop on Educational
15 - 19
Technology Tools
   
UPDATES AND EXPLICIT
22 End of Enrollment Period     INSTRUCTION)
  OPENING OF CLASSES    
  Start of Academic Quarter 1     •TIMELINE FOR SY 2022 -
22 - 26
Week 0
Conduct of Psychosocial Conduct of Psychosocial 2023
Support Activities Support Activities
Conduct of Psychosocial Support Activities
29 National Heroes Day     •(ALIGNED TO DO 34, S. 2022)
30 – 31 Week 1 Academic Profiling Academic Profiling
SEPTEMBER 2022    
1-2 Week 1 Academic Profiling Academic Profiling
Week 2
5-9 Administration of Regional RDA RDA
Diagnostic Test
12 - 16 Week 3 Academic Profiling Academic Profiling
19 - 23 Week 4 Academic Profiling Academic Profiling
Consolidating and Consolidating and Interpreting
26 - 30 Week 5
Interpreting Results Results
OCTOBER 2022    
Week 6 School-based Reading School-based Reading
3-7
October 5 – World Teachers’ Day Activity/Interventions Activity/Interventions

School-based Reading School-based Reading

10 - 14 Week 7
Activity/Interventions Activity/Interventions
School-based Reading School-based Reading
17 - 21 Week 8
Activity/Interventions Activity/Interventions
Week 9
School-based Reading School-based Reading
24 - 28 October 27-28 – First Quarter Activity/Interventions Activity/Interventions
Examination
NOVEMBER 2022    
1 All Saints Day    
All Souls Day (Regular Working School-based Reading School-based Reading
2
Day) Activity/Interventions Activity/Interventions
3      
School-based Reading School-based Reading
4 End of Academic Quarter 1
Activity/Interventions Activity/Interventions
School-based Reading School-based Reading
7 - 11 Week 0
Activity/Interventions Activity/Interventions
Parent-Teacher
12 (Saturday) Conference/Distribution of    
Report Cards
Launching of the Reading Launching of the Reading
14 - 18 Week 1
Materials Materials
Reproduction of the Reproduction of the
21 - 25 Week 2
Materials Materials
LAC Sessions/FGDs/ LAC Sessions/FGDs/
28 - 29 Week 3
Division Orientation Division Orientation
30 Bonifacio Day    
DECEMBER 2022    

1-2 Week 3 Noting Details Orientation to Print

Week 4
Letter Name
5-9 December 8 – Immaculate Noting Details
Knowledge
Concepcion Day

Letter Name
Noting Details
12 - 16 Week 5
Summative
Knowledge with
Summative
19 Start of Christmas Break    
25 Christmas Day    
30 Rizal Day    
31 Last Day of the Year    
JANUARY 2023    
4 Resumption of Classes    
Letter Sound
4-6 Week 6 (3 days) Getting the Main Idea
Knowledge
Letter Sound
9 - 13 Week 7 Getting the Main Idea
Knowledge
Week 8 (4 days) Getting the Main Idea Letter Sound
16 - 20
January 20 – Town Fiesta Summative Summative

Week 9 (3 days)
Determining Cause Beginning Letter
23 – 27 January 26-27 – Second and Effect Sounds
Quarter Examination

Determining Cause Beginning Letter

30 - 31 Week 10
and Effect Sounds
FEBRUARY 2023    
Week 10 Determining Cause
Beginning Letter
1-3 and Effect with
End of Quarter 2 Sounds Summative
Summative
MIDYEAR BREAK
6 - 10    
(MPRE and INSET)
Start of Quarter 3 Familiar Word
13 - 17 Sequencing Events
Week 0 Reading
Parent-Teacher
18
Conference/Distribution    
(Saturday)
of Report Cards
Familiar Word
20 - 24 Week 1 Sequencing Events
Reading
Sequencing Events Familiar Word
27 - 28 Week 2 (2 days)
Summative Reading Summative
MARCH 2023    
Distinguishing
Invented Word
1-3 Week 2 (3 days) Facts from
Decoding
Opinions
Distinguishing
Invented Word
6 - 10 Week 3 Facts from
Decoding
Opinions
Distinguishing
Invented Word
Facts from
13 – 17 Week 4 Decoding
Opinions
Summative
Summative
Predicting Oral Passage
20 - 24 Week 5
Outcomes Reading
Predicting Oral Passage
27 - 31 Week 6
ACADEMIC ACADEMIC
APRIL 2023 PROFILING POST PROFILING POST
TEST PART TEST PART

Week 7 (3 days)
Predicting Outcomes Oral Passage Reading
3-7 April 6 – Maundy Thursday
Summative Summative
April 7 – Good Friday)

10 - 14 Week 8 Making Inferences Reading Comprehension

Week 9 (3 days)
17 - 21
April 20 – 21 – Third Quarter Making Inferences Reading Comprehension
Examination

Making Inferences Reading Comprehension

24 - 28 Week 10
Summative Summative
MAY 2023    
1 Labor Day    
2 Start of Academic Quarter 4    
2-5 Week 0 Making Generalizations Listening Comprehension

Parent-Teacher
6 (Saturday) Conference/Distribution of    
Report Cards

8 - 12 Week 1 Making Generalizations Listening Comprehension

Making Generalizations Listening Comprehension

15 - 19 Week 2
Summative Summative

22 - 26 Week 3 Drawing Conclusions Dictation and Spelling

29 - 31 Week 4 (3 days) Drawing Conclusions Dictation and Spelling
JUNE 2023    
Drawing Conclusions Dictation and Spelling
1-2 Week 4 (2 days)
Summative Summative
5-9 Week 5 Adjustment Period Adjustment Period
12 Independence Day    
13 - 16 Week 6 Adjustment Period Adjustment Period
Week 7

19 - 23 June 22 – 23 Fourth Adjustment Period Adjustment Period

Quarter Exam for Grade 6
and 12
Week 8

26 - 30 June 29 – 30 Fourth Adjustment Period Adjustment Period

Quarter Exam for Grades
1-5 and 7-11
JULY 2023    

Week 9
ACADEMIC ACADEMIC
3-7 July 7 End of Academic PROFILING POST PROFILING POST
Quarter 4 and SY 2022- TEST PART 2 TEST PART 2
2023

10 - 14 End of School Year Rites    

17 Start of Remedial Classes    

AUGUST
     
2023
26 End of Remedial Classes    
 Note: this is just a suggested timeline. The phasing of the
discussion on the specific reading strategy/skill depends on the
level of your learners. Remember, all reading skills in the non-
decoder material and reading strategy in the non-
comprehender are sequentially arranged. Thus, learner should
satisfy first the requisite skill before proceeding to the next one.
Moreover, the non-decoders, you only proceed to the discussion
of the reading comprehension strategies once the learners
mastered the 10 reading skills. What is non-negotiable here is
the provision of summative tests as stipulated above which
schedule may vary depending on the phase of the learners.
Note: you may add more rows if necessary.
For the score column, you encode the
accumulated scores attained out of the total
items during the weekly monitoring. For
descriptive status, be specific, “does the
learner can identify A to Z already or only A to
M?”. Then what shall be the next step to take
based on that.
Note: you may add more rows if necessary. For
the score column, you encode the accumulated
scores attained out of the total items during the
weekly monitoring. For descriptive status, be
specific, “can the learner note details in
paragraphs now or just simple sentences?”. Then
what shall be the next step to take based on
that.
THANK YOU!!!