ESCOBAR,APRIL C.

ACCOMPLISHME
NT REPORT
On

ACADEMIC RECOVERY AND

ACCESSIBLE LEARNING (ARAL)
PROGRAM

Prepared by :

APRIL C. ESCOBAR
Teacher III
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ARAL Program
Week 1 Accomplishment Report

For the first week of implementation of the ARAL Program, a total of eight (8) low-
emerging learners were identified and enrolled in the remediation sessions. The week began
with a Parents’ Orientation conducted on May 13, 2025, where the objectives, schedule,
and expectations of the ARAL Program were clearly explained. This activity helped secure
parental support and involvement, ensuring that learners would be consistently guided at
home as well.

Day 1 was devoted to the preparation of learner materials, including printed reading
texts, worksheets for basic numeracy, and individual learner portfolios. The instructional
tools were aligned with the foundational competencies under the Most Essential Learning
Competencies (MELCs) to ensure appropriate support for the learners’ needs.

On Days 2, 3, and 4, actual intervention classes were conducted. The sessions focused
on building reading fluency, comprehension, and mastering basic mathematical operations
such as addition and subtraction. Learners were grouped in pairs for guided activities, which
helped foster peer learning and boost confidence. Despite their initial hesitations, the learners
gradually engaged in the tasks, showing signs of increased participation and interest,
particularly during interactive and game-based review activities.

On Day 5, a collaboration session among ARAL teachers was held to assess learner
progress, discuss challenges encountered during the sessions, and prepare additional
instructional materials for the following week. Adjustments in strategies were also made
based on observations, including the need for more visual aids and simplified instructions.

Overall, the week concluded with promising learner engagement, strengthened

teacher collaboration, and established parental involvement — all setting a strong foundation
for the coming weeks of intervention.
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WEEK 1 - PICTORIAL
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ARAL Program
Week 2 Accomplishment Report

During the second week of the ARAL Program implementation for the eight (8) identified
low-emerging learners, the focus remained on strengthening foundational literacy and
numeracy skills through structured and engaging activities. Day 1 was dedicated to the
preparation of learner materials such as printed worksheets, flashcards, reading passages, and
simple math drills tailored to the learners’ current proficiency levels. On Days 2, 3, and 4,
actual learning sessions were carried out with the following activities:

1. Day 2: Learners participated in phonemic awareness drills, reading aloud short CVC
(consonant-vowel-consonant) words, and matching pictures with words. For
numeracy, they practiced identifying numbers up to 50 and used counting objects to
reinforce one-to-one correspondence.
2. Day 3: Reading activities included sequencing events from a short story and
answering simple comprehension questions. In math, learners were introduced to
basic addition using number lines and manipulatives such as counters and bottle caps.
3. Day 4: Learners engaged in a reading game focused on sight words and participated
in a group storytelling session to build vocabulary. In numeracy, they completed
hands-on activities involving basic subtraction using real-life objects and story
problems.

Each session was differentiated to accommodate the varying needs and pace of the
learners, ensuring maximum engagement and understanding. Day 5 was used for
collaboration among teachers handling the ARAL Program, where they discussed learner
progress, documented observations, and refined lesson plans based on weekly outcomes.
Materials for the following week were also prepared during this time, incorporating feedback
and strategies to better support learner development. The week ended with noted
improvements in learner confidence, especially in reading aloud and solving simple math
problems with minimal assistance.
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WEEK 2 - PICTORIALS
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ARAL Program
Week 3 Accomplishment Report

In Week 3 of the ARAL Program implementation, efforts continued to provide focused

support to the eight (8) low-emerging learners through targeted interventions in reading and
mathematics. Day 1 was allotted for the preparation of customized learner materials,
including individualized reading passages, flashcards, math task cards, and progress tracking
sheets tailored to each learner's level. On Days 2, 3, and 4, actual learning sessions were
conducted with a strong emphasis on one-on-one instruction, which allowed teachers to
better monitor progress and address specific learning gaps. The following activities were
undertaken:

1. Day 2: One-on-one reading sessions were held using leveled reading texts, focusing
on decoding, blending sounds, and proper pronunciation. In math, learners were
guided individually in number recognition up to 100 using number charts and
manipulatives.
2. Day 3: Each learner was provided one-on-one support in reading short paragraphs and
answering literal comprehension questions. For math, individualized instruction
involved solving basic addition problems using real objects and fingers, ensuring
conceptual understanding before moving to abstract computation.
3. Day 4: Learners engaged in guided reading where they were asked to read aloud with
teacher assistance, followed by oral retelling to build comprehension and confidence.
Math sessions focused on individual subtraction drills using drawing and object
removal strategies, reinforcing the concept through repetition and verbal explanation.

The one-on-one approach proved highly effective this week, as learners showed more
willingness to participate and less fear of making mistakes. Teachers noted increased reading
fluency and improved accuracy in solving simple math problems. On Day 5, ARAL teachers
collaborated to review learner outputs, share best practices in delivering individualized
instruction, and prepare differentiated materials for Week 4. The week concluded with steady
learner progress and growing confidence, particularly among those previously reluctant to
read or solve problems aloud.
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WEEK 3- PICTORIALS
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ARAL Program
Week 4 Accomplishment Report
For Eight (8) Low-Emerging Learners

The fourth and final week of the ARAL Program implementation marked the
culmination of four weeks of focused remediation for the eight (8) identified low-emerging
learners. Day 1 was spent preparing learner materials that were based on the observed needs
from the previous week. These included customized reading texts, visual aids for
comprehension, activity sheets on basic operations, and progress trackers to measure growth
in literacy and numeracy.

On Days 2, 3, and 4, actual remediation sessions were held, and the following key
activities were implemented:

1. Day 2: One-on-one guided reading sessions were conducted, where learners practiced
reading short stories with focus on fluency, intonation, and comprehension. In
numeracy, they solved addition problems up to 50 with visual support like number
lines and objects.
2. Day 3: Learners were engaged in vocabulary-building games and sentence formation
using sight words to improve word usage and sentence construction. For math,
subtraction with regrouping was introduced using manipulatives to help learners
visualize the process.
3. Day 4: A short assessment was given to evaluate learner gains in reading and math.
Reading tasks included identifying main ideas and sequencing events, while math
activities involved solving simple word problems and demonstrating solutions using
objects or drawings.

Throughout the sessions, the one-on-one approach continued to be the most effective
strategy in ensuring understanding and learner confidence. On Day 5, the ARAL teachers
conducted a collaborative review of learner performance across the 4-week intervention.
Discussions focused on progress indicators, teaching adjustments, and future strategies to
sustain learning.

Overall, the results of the four-week intervention were encouraging. From the baseline
performance where most learners showed minimal letter-sound recognition and weak number
sense, significant improvements were observed. By Week 4, six out of eight learners could
now read CVC words fluently and comprehend short paragraphs. In numeracy, a majority
were confidently solving addition and subtraction problems without relying solely on
counting aids. More importantly, learners demonstrated increased participation,
independence, and a more positive attitude toward learning.

To celebrate the learners' efforts and progress, a closing program was held at the end of
the week. During the event, learners received simple recognition and encouragement from
their teachers and peers. Parents were also invited to witness their children's growth,
strengthening the home-school partnership and highlighting the importance of continued
support beyond the program. The ARAL Program proved to be an essential support
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mechanism in bridging learning gaps and setting the foundation for continued academic
progress.

WEEK 4 - PICTORIALS