DepEd School-Based Summer Reading Camp

About DepEd School-Based Summer Reading Camp

Summer Reading Camp is a fifteen (15) weekday activity which follows the integrated
approach to teaching and learning where all subject areas are involved focusing on
reading comprehension skills. This would certainly address not only the existing
problems on reading deficiencies of our learners in both elementary and secondary
levels but further nurture and hone the individuals love of reading thus exposing them
to various learning opportunities where reading skills will be enhanced through play, fun
games, oral interpretation, videos and other enjoyable activities.

It is suggested that this summer reading program shall be an outdoor activity,

depending on the school situation, facilities and weather condition. Every Friday of the
week shall be a culminating activity, a sort of a program, putting together what the
campers have learned and a showcase of their talents.

The aforementioned school-based activity is anchored on the following objectives:

ELEMENTARY SUMMER READING CAMP:

a) to help non-readers read
b) to enable frustration readers comprehend what they read
c) to develop instructional readers comprehension skills and improve oral interpretation
skills
d) to enhance the reading abilities of individuals through various literary activities
e) to hone teacher-volunteers teaching capacities/competencies in teaching reading

SECONDARY SUMMER READING CAMP:

a) to recognize the value of selections read through literary appreciation to wit:

verbalizing emotional response

identifying sensory impressions
understanding figurative language
appreciating poetxy/prose works

c) to enhance their comprehension skills by teaching them how to use their experiences
and their knowledge to make sense of what they are reading

d) to provide teachers a valid ground for personal and professional growth catalysts of
change.

Persons involved in this activity are the following:

a) Identified non-readers and other types of readers in school
b) Select officers of Student/Pupil Government organizations
c) Select students/pupils from honor classes to serve as models/co-facilitators
d) Potential teacher trainers identified by School Heads/EPS
e) School Administrators
f) Public school District Supervisors/District In charge
g) Education Program Supervisors(Division & Region) of all learning areas
h) Chiefs/Asst. Chiefs of Elementary, Secondary Divisions and Alternative Learning
System
Service Credits will be granted to permanent elementary and secondary teachers
after evaluation of their total number of hours rendered in the activity as reflected in
the Form 48 Daily Time Record (DTR). The participating teachers may render four
(4) hours daily (either morning or afternoon) for fifteen (15) days or for special cases,
a teacher may render 8 hours a day for a total of sixty (60) hours. Every eight (8) hour-
service rendered is equivalent to one (1) day Service Credit. The maximum Service
Credits the teacher may earn is Six and a Half (6. 5) days only. Teacher Aides may be
given Certificate of Recognition signed by the school head.
Computation: Total No. of Hours Rendered/8 = No. of Days Service Credits
Documents to be submitted to the Division Office, for claim
of Service Credits:
1. Form 48 signed by the School Head
2. Summary of Teachers No. of Hours Rendered
3. Narrative Report which includes: Matrix of Activities, Daily Attendance of
Pupils/Students and Teachers, Daily Activities (15 days), Pictorials, and etc.
A team of Division/Regional Supervisors will conduct monitoring during the Reading
Camp. District Supervisors/Coordinating Principals are also advised to strictly monitor
the activity.

Read:
1. Year-End Reminders for Elementary and Secondary Schools SY 2015-2016
2. The Good Effects of Reading Aloud to Your Students
3. 2015 National Reading Month

Template for the Summer Reading Camp Report to be

submitted to the Division and the Region
School:
School Head:
School Reading Coordinator:
Please prepare and submit report with pictures on how the following were implemented
in your school:

I INTRODUCTION
II BODY
A. Advocacy
Announcements and information dissemination regarding the conduct of the
Summer Reading Camp in your school
B. Kick of
Who participated in the activity (organization/officers, etcs.)
 How was it done?
C. Campers
Total number of hours
Number of campers (higest attendance, lowest attendance, average attendance)
How were they grouped?
How was the attendance monitored?
What activities were aligned for the campers?
D. Teacher/Facilitator
What preparation do/does the teachers have?
How teachers/facilitator are involved
How are they identified?
E. Instructional Materials
Total number of IMs used
Teacher 1 ________ Teacher 2 _________ Teacher 3 _________ etcs.
F. Instructional Support
School Head _____
G. Stakeholders Support
Who are the stakeholders?
What support have they extended? (Please specify item / amount per individual
or group)
III CONCLUSION
Note:
Please submit the following:

1. List of non-readers
2. DTR of Teachers (regular only)

SUMMER READING CAMP GAMES AND ACTIVITIES

English
Games:
Whats the Word, thats the word
Pronunciation Drill
Rhymes
This is a What?
Tongue twisters
Genre:
Dolch Words
Interpretative Reading
Big books
Speech Choir
Story telling
Math
Games:
Action Songs
Number Songs
Songs about Shapes
Tongue Twisters
Genre:
Shapes and Polygons
Problem Solving
Science
Games:
Action songs
Rhyme songs
Pick and Tell
Build a Word
Genre:
Story Telling
Individual and *Group Reading
Chamber theater
News Casting
Filipino
Games:
Action Songs
Whats the Word
Animal sounds
Genre:
Pagkukwento
Sabayang Pagbigkas
Role Play
Araling Panlipunan
Games:
Rhyme Songs
Role Play
Action Songs
Genre:
Reporting Local, Regional, National, Worldwide News
EPP
Games:
Rhyme Songs
Role Play
Action Songs
Genre:
Narrating
Interpretive Reading
Role Play