1

Context and Rationale

Due to the demands of a global modern world, the ability to understand and

interpret information, both in the mother tongue and in other languages – especially in

English – has become the main concern, as most academic information necessary for

elementary education is written in English. According to Anderson (1999), reading is an

essential skill for students learning English as a foreign language, as the development of

good reading abilities will greatly help them progress in the development of their

academic areas.

Reading is a means of language acquisition, of communication, and of sharing

information and ideas. Like all languages, it is a complex interaction between the text

and the reader which is shaped by the reader’s prior knowledge, experiences, attitude,

and language community. The reading process requires continuous practices,

development, and refinement. Reading is an interactive process that goes on between

the reader and the text, resulting in comprehension. The text presents letters, words,

sentences, and paragraphs that encode meaning. The reader uses knowledge, skills,

and strategies to determine what that meaning is. Reading comprehension is the ability

to understand what we read -- where words have context and texts have meaning.

Reading comprehension skills allow us to read proficiently, learn effectively, problem-

solve, strategize, conceptualize, and succeed in life. Without reading comprehension

skills, many students are left behind. Reading comprehension is the heart and goal of

reading, since the purpose of all reading is to gather meaning from the printed page. If a

student says words in a passage without gathering their meaning, one would hesitate to

call that reading.

Related studies regarding the target issue, the researcher would like to address

are of Armbruster, 1983. The use of "fix-up" strategies to resolve comprehension failures
 2

and studying strategies to enhance storage and retrieval when comprehension failure is

not necessarily an issue (Armbruster, 1983). Tei and Stewart (1985) discuss several

strategies for improving comprehension. These include forming a mental image,

rereading, adjusting the rate of reading, searching the text to identify unknown words,

and predicting meaning that lies ahead.

Their research indicates that readers use many strategies, but that a distinction

exists between good readers and poor readers. Good readers tend to use the most

effective strategy that leads to a thorough processing of the text. The research also

supports that readers can be taught to develop self-awareness and control of learning.

Thinking Reader, a commercially available product developed by Tom Snyder

Productions (Scholastic), embeds strategy instruction into award-winning novels for

intermediate and middle school students. It is based on a research prototype that was

demonstrated to improve struggling adolescent readers' comprehension (Dalton, Pisha,

Eagleton, Coyne, & Deysher, 2001). The books are digitized and embedded with

multiple supports, including human voice narration, text-to-speech, a multimedia

glossary, hyperlinks to support background, strategy instruction, and a work log.

Animated agents prompt the students to apply reading strategies and provide corrective

feedback on their performance.

Many investigations of the use of technology, including multimedia environments,

emphasize student interest, motivation, and engagement (Reinking, 2005). These

elements are especially important for students who are reluctant or struggling readers. A

few studies have incorporated choice into their research design. Mitchell and Fox (2001)

allowed young students to choose between two computer programs and activities. The

Reading Tutor in Project LISTEN (Mostow et al., 2003) takes turns, with students making
 3

selections of articles from Weekly Reader and other high-interest texts at the students'

reading level. Fastig and Halaas Lyster (2005) and Lynch, Fawcett, and Nicolson (2000)

both investigated the introduction of a scan-and-read program into regular class

instruction; students used the program for their daily reading assignments and personal-

choice readings. Both studies demonstrated the positive impact of choice on student

engagement.

The studies stated above have proven to increase pupils’ interest in reading

thereby increasing their performance in their tests. In J.L. Araneta Elementary School,

as observed and experienced by the researcher teaching English for 13 years,

numerous number of pupils in the upper grades most specifically in grade VI, belong to

frustration level as reflected in the yearly passing of report in the Phil-IRI. These pupils

may have been conditioned that they can still pass the grade without getting good

grades or high rating in their performances. These are still the ones who showed

negativism in reading either story books, or reference books. They lack interest in

reading. They find it boring, they cannot communicate with the printed materials they are

reading, therefore they cannot understand that the material is about and the story it

conveys. It is in this reason that the researcher would like to adapt the use of multimedia

or other instructional media as an innovative means of creating an engaging,

motivational and interesting environment for learning in developing reading

comprehension and to lessen the number of pupils belonging to frustration level,

improve their reading level and their performance in both oral and written English which

can be measured in the results of assessments tools conducted to them like Phil-IRI and

Periodical Tests.
 4

The result of the Grade V Phil IRI post-test conducted last March 2018, showed

that 95 out of 201 belong to frustration level, 80 pupils were at the instructional level and

only 26 were independent readers.

These pupils in the frustration level stroked the interest of the researcher to

conduct a study about the problem and made an innovative and enjoyable reading

strategy for them.

A strategy that would address the problem, its causes and possible intervention.

Read Along Stories aimed to improve the poor reading comprehension skills of the

identified 37 grade six- Molave pupils belonging to frustration level out of 40.

Furthermore, use it as a technique that boosted the pupil’s interest in reading through

the aid of technologies and other varied methodologies.

According to a study, the reading ability of the pupils directly affects their

performance in the different subject areas most specifically those subjects using English

as their medium of instruction.

Therefore, it is necessary that the pupils should be equipped with good reading

comprehension skills in order to achieve above mastery level in the Periodical Tests and

other performance tests.

 5

Innovation, Intervention and Strategy

The researcher proposed the intervention entitled: Read Along Stories: A

Strategy to Advance Reading Level in Public Elementary School. The learning

competencies covered were the second to fourth quarter as identified that require

deeper knowledge and understanding of the lessons and stories presented. Since the

stories were available in the internet, the researcher just downloaded them and were

given to the target participants. This strategy was intently used solely for the purpose of

reading, comprehending and enjoying while learning.

Read-Along Stories was done twice a week, every Tuesdays and Thursdays with

variations of themes each week, preferably with moral values. Administration of the

activity was supervised by the researcher every 1 o’clock till 1:30 in the afternoon,

reading time, using the downloaded read along stories and the smart TV in the library or

the laptop and projector, which followed the proposed program;

Objectives:

1 To improve the reading and comprehension level of Grade VI- Molave pupils

belonging to frustration level.

2. To enrich pupils vocabulary skills.

3. To develop enjoyment and learning in speaking and reading through read

along stories using multi-media or other instructional media.

 6

Day Pupils belonging to frustration level

Monday 1. Preparation of viewing and reading materials

2. Giving of instruction by the teacher

3. Presentation of vocabulary words and motive question

4. Unlocking of difficulties through situations, pictures, synonyms and

antonyms.

Tuesday 1. Preparation

2. Giving reminders on the proper way of reading orally

3. Reading Proper (Oral reading)

Comprehension Check up

(answers shall be given orally)

Wednesday 1. Preparation of viewing and reading materials

2. Giving of instruction by the teacher

3. Presentation of vocabulary words and motive question

4. Unlocking of difficulties through situations, pictures, synonyms and

antonyms.

Thursday 1. Preparation

2. Giving reminders on the proper way of reading orally

3. Reading Proper (Oral reading)

Comprehension Check up
 7

(answers shall be given orally)

Friday 1. Giving of simple formative test

 Noting details using wh questions

2. Checking and recording of scores to track pupils improvement in

reading comprehension skills.

3. Pupils are asked to make a simple journal about the stories read and

listened to which can be in a form of assignment if cannot be finished

on time.

 Title of the story

 Author

 Character/s

 Events

 Ending of the story

 Moral of the story

 Interpret their understanding of the story through drawing the

part or parts they like the most.

The researcher looked for the printable version of the downloaded read along

stories for printing to follow up pupils reading ability through peer reading and peer

mentoring with the classmates who can independently read by themselves.

The validity of the content, activities and strategies was subjected for correction,

editing and approval of the Division Program Supervisor. This was made useful for the
 8

K-12 program since modern instructional media was used for a variety of resources, and

interactive activities in which this generation is actively engaged.

Action Research Questions

This study aimed to advance the grade VI pupils reading level through the use of
Read Along Stories using Instructional Media.

Specifically, it answered the following questions:

1. What is the profile of the participants in terms of the following:

a. Age

b. Gender

c. Socio-economic status

2. What is the frequency of the respondents in different grade reading level before the
intervention?

3. What is the frequency of the respondents in different grade reading level after the
intervention?

4. What is the rate of improvement in the grade reading level of the respondents before
and after the intervention?

Action Research Methods

Participants and/ or Sources of Data and Information

The participants of the study were the 37 Grade six- Molave pupils under

frustration level of J.L. Araneta Elementary School this school year 2018-2019.

Sources of data and information were taken from their Phil-IRI pre-test and post-

test results for the identification of their reading level, their SF 137, birth certificate for

profiling of their age and gender. The enrolment forms for the school year 2018-19 as

basis for their socio- economic status where family income was reflected. Tracking of
 9

results of improvement was taken from the record notebook intended for the study in

which the week’s activity in the form of a recorded teacher made assessment tests.

Data Gathering Method

This study utilized the Philippine Informal Reading Inventory (Phil-IRI) as

instrument to identify the reading level of the Grade VI- Molave pupils as to frustration,

instructional and independent. The reading tool was conducted on the 24th to 27th of July

2018 for the pre-test. The same tool was used during the post-test in March 2019 to

determine the rate of improvement of the grade reading level of the respondents before

and after the intervention.

PHIL-IRI is an assessment tool that evaluates the proficiency level of elementary

school pupils and the first validated instrument that intends to measure the students’

reading comprehension level, word recognition, and his or her reading speed. These are

informally assessed quantitatively and qualitatively through stories and passages.

The researcher also made use of the record notebook intended for the purpose

of recording pupils scores in the teacher made tests conducted every Friday about the

stories read and viewed in the instructional media to measure the effectiveness of Read

Along Stories as a strategy in advancing pupils reading level.

To accurately give the pupils profile as to age, gender and socio- economic

status, the researcher browsed their personal records in their birth certificates and

enrolment data, duly attached to their School Form 137.

Ethical Issues

This study had no ethical issues to the participants, parents and the teachers. It

had been thoroughly discussed and duly approved by the School Head and there was

an existing written agreement among the parents that these identified pupils were

subjected for study. They were supportive to the conduct of the said research and were

willing to give in their time whenever needed during its entire duration.
 10

Data Analysis Plan

To analyze the quantitative data of this study on problem 1 which says, What is

the profile of the participants in terms of age, gender and socio-economic status,

frequency was used.

Problem 2 which says, What is the frequency of the respondents in different

grade reading level before the intervention, frequency and percentage count were

adapted.

Problem 3 says, What is the frequency of the respondents in different grade

reading level after the intervention, frequency and percentage count were used.

Problem 4 says, What is the rate of improvement in the grade reading level of the

respondents before and after the intervention, percentage was used.

Discussion of Results and Reflection

This section presents the findings of the study, discussion, analysis,

interpretation and reflection on the reading level of the Grade six- Molave pupils. It

describes the descriptive results of the data using appropriate statistical tools.

Characteristics of the respondents play a significant role in giving the responses

about the problem, thus, the researcher opted to examine and present the respondents’

basic demographic profile namely age, sex and economic status.

 11

Profile of Respondents

Age

Table 1.1 shows the demographic profile of the participants of the study when

grouped according to age. It is evident from the table that the respondents’ age ranges

from 10 to 14. Large number of respondents approximately came from pupils belonging

to 11 years old or 38% of the group while the smallest was participated by 14 years old

pupils composing the 5% of the population.

Gender

It is clear that out of the 37 total respondents used in this study, majority of which

were males composing 54%, whereas the females were found to be just 46%. The

reading comprehension skills of the respondents relied mostly on the ability of the males

than of the females.

There had been several theories proving that gender did not have a significant

effect on reading comprehension. A recent study (Asgarabadi, Rouhi & Jafarigohar,

2015) analyzed whether male and female learners differed from each other with respect

to their reading performances.

Economic Status

Family income plays an important role in shaping the economic conditions of an

individual which in turn, likely have an impact on the responses to the problem posed to

him. The researcher in this study attempted to investigate the family economic status as

a variable. According to the National Statistical Coordination Board’s (NSCB) now known

as the Philippine Statistics Authority (PSA), the income classes for an average

household of three are as follow:

 12

As reflected in table 1.3, 84% or 31 out of 37 respondents came from poor

families with less than Php 11,915.50 per month family income or none at all, for most of

them were sons and daughters of laborers, farm workers, fishermen and the like. While

6 respondents or 16% belong to middle income families with an average income ranging

from Php 11,915.50 to Php 49,526 per month. These pupils were found to be the

children of OFW’s or with some good earning small businesses.

According to the data from the National Statistical Coordination Board (2015),

poverty remains the most critical social problem that needs to be addressed.

As cited by Kamille Kay Q. Tamor, in her action research entitled “The Reading

Difficulties of Grade I pupils in Macatoc Elementary School, SY 2018-2017 states that

Ramey and Ramey (2015) describe the relationship of family socioeconomic status to

children performance at school. They stressed that across all socioeconomic groups,

parents face major challenges when it comes to providing best care and education for

their children. For families in poverty, these challenges can be alarming. Sometimes,

when basic necessities are lacking, parents must place top priority on housing, food,

clothing, and health care. Educational toys, games, and books may appear to be

luxuries, and parents may not have the time, energy, or knowledge to find innovative and

less-expensive ways to foster young children's development.

 13

Table 1

Frequency and Percentage Distribution of the Respondents According to

Variables

Variable Groupings N %

10 12 32%

11 14 38%

Age 12 5 14%

13 4 11%

14 2 5%

Male 20 54%
Gender
Female 17 46%
HIGH INCOME
(₱50,000 and up/ 0 0%
month)
MIDDLE INCOME
Socio- Economic
(₱11,915 to 6 16%
Status
₱49,526/ month)
LOW INCOME
(₱0 to ₱11,914.5/ 31 84%
month)

Grade Reading Level Before the Implementation

The level at which a learner can read and comprehend a leveled text or graded

passage; given a particular leveled text, a learner may fall under any of the following

reading levels:
 14

1. Independent Reading Level

The level at which readers function on their own with almost perfect oral reading

and excellent comprehension (Flippo, 2014). A reader has adequate background

knowledge for the topic and can access texts very quickly with very few errors. The

grade level equivalent indicates readability of the text by grade. It is a reflection of the

grade level at which a student reading on grade could read the book independently.

These pupils were given Phil-IRI graded passages depending on their GST raw

scores. During the Pre-test, none was found to be independent in grades V and VI

levels. 7 out of 37 of the respondents or 19 % were found to have a grade IV

independent reading level, 9 or 24% in grade III, and 13 or 43% in grade II.

Instructional Reading Level

The level at which readers profit the most from teacher directed instruction in

reading (Flippo, 2014 ).

Pupils in the instructional reading level were distributed among 5 reading levels.

During the pre-test, 4 or 11% were found to be instructional in grade II, 15 or 41% in

grade III, 9 or 24% in grade IV, 7 or 19% in grade V and none in grade VI.

Frustration Reading Level

The level at which readers find reading materials so difficult that they cannot

successfully respond to them (Flippo, 2014).

This table exhibited tremendous decreases as to the number of respondents in

the frustration level. During the pre-test, 4 of them or 11% were grade II frustration

readers, 1 or 3% in grade III, 16 or 43% cannot read fluently and understand grade level

text at grade IV, 9 or 24% had a great difficulty in grade V passages and 7 or 19% had

eminent troubles understanding grade VI level passages.

 15

Table 2

Frequency of the respondents in different grade reading level before the

intervention

Grade
Frustration Instructional Independent
Level

N % N % N %

II 4 11% 4 11% 13 35%

III 1 3% 15 41% 9 24%

IV 16 43% 9 24% 7 19%

V 9 24% 7 19% 0 0%

VI 7 19% 0 0% 0 0%

Over-all 37 100% 35 95% 29 78%

Grade Reading Level After the Implementation

As reflected in the Post-test, independent readers in different grade levels made

relevant increases, 4 of them or 11% already had a grade VI reading level, 10 or 27%

marked up to grade V reading level, 9 or 24% made it to grade IV reading level, 12 or

32% elevated to grade III reading level, and none remained in grade II level. Results

exhibited an impact of technology to the extent of effectiveness of Read-Along Stories to

the improvement of the reading level of the respondents under frustration level. The 13

independent readers in grade 2 escalated to higher levels, in grade III, 3 or 8 % of the

respondents mounted themselves to the level, they maybe were the previously grade II

independent readers during the pre-test. The grade IV had 2 or 5%, since mostly

proliferated to grades V and VI. The grade V immensely increased as to the number of

independent readers ranging from 0 to 10 or 27% of the population, while 4 or 11 %

 16

made a thrust to the grade VI level. It is as expected that grade 6 as they, they must

have developed the reading ability of their grade. That they can communicate to the

texts prescribed to grade 6 students, but reality speaks, they can hardly ever handle, or

master the key words, sentences or ideas explicitly or implicitly stated in the paragraphs

or selections.

The table also showed significant increases as none remained instructional in

grades II and III. 12 or 32% upgraded to grade IV, a difference of 3 or 8%. 8 or 22%

marked up to grade V, making a difference of 1 or 3% and 10 or 27% did a great leap to

grade VI level.

However, the table also exposed several advancements. 2 remained frustrated

readers in grade II since these two were struggling readers, during the pre-test, had a

hard time recognizing letters and sounds into blending letters to syllables, and words. As

observed during the conduct of the study, they had a hard time reading along with the

text shown in the Smart TV. They had fun just watching the motion pictures, the

animations, and mimicking the words uttered by their fellows. Thus, it is a great

realization that this strategy could not be employed to all struggling readers. One on one

tutorial on basic sounding and blending of letters and words may be given to them.

Vividly chosen reading materials must be given and very simple storylines with

captivating pictures may interest them most and would likely engage themselves in

reading, thereby developing their reading comprehension. Frustration readers were

found none in grades II and III. 12 or 32%, a slight increase of 3 or 8% frustrations in

grade V and 9 or 24%, gaining 2 or 5% difference. Comparing post-test and pre-test

results, grade V and VI had a bit of size-up, because these pupils were once frustrated

readers in grades II, III or IV. They advanced into instructionals or independents in the

former grades but remained frustrated readers in the upper grades.

 17

Table 3

Frequency of the respondents in different grade reading level after the

intervention

Grade
Frustration Instructional Independent
Level

N % N % N %

II 2 5% 0 0% 0 0%

III 0 0% 0 0% 12 32%

IV 0 0% 12 32% 9 24%

V 12 32% 8 22% 10 27%

VI 9 24% 10 27% 4 11%

Over-all 23 61% 30 81% 35 94%

Comparative Percentage Before and After the Implementation

Table 4 showed the comparative results of the pupils reading levels in the pre-

test and the post-test.

61% out of the total 37 respondents were still frustrated readers in different grade

levels making a difference of -38%. It means that several pupils in the frustration level

were lessened but into a grade higher than the pre-test.

A difference of -14% was revealed in the instructional level as reflected in the

table above. Many of the respondents did great improvements as none remained

instructionals in grades II and III. Some planted themselves as instructionals in grades

IV, V and VI.

 18

Independent readers were found to have a difference of 16% from 78% in the

pre-test to 94% in the post-test revealing significant result as some independent readers

in grade II made a good jump to higher grades.

Table 4

Rate of improvement in the grade reading level of the participants before

and after the intervention

Grade Frustration Difference Instructional Difference Independent Difference

Level
Pre Post Pre Post Pre Post

II 11% 5% -5% 11% 0% -11% 35% 0% -35%

III 3% 0% -3% 41% 0% -41% 24% 32% 8%

IV 43% 0% -43% 24% 32% 8% 19% 24% 5%

V 24% 32% 8% 19% 22% 3% 0% 27% 27%

VI 19% 24% 5% 0% 27% 27% 0% 11% 11%

Over- 100% 61% -38% 95% 81% -14% 78% 94% 16%
all

Summary

This action research is entitled “Read Along Stories: a strategy to advance

reading level in public elementary school. The main purpose of this study was to

determine the rate of improvement of the participants’ grade reading level using of Read

Along Stories as a reading strategy.

After the implementation of the reading program intervention using downloaded

youtube short stories with morals every reading time, (1:00 – 1:30 PM), significant

improvements in the respondents reading level was observed. As displayed in tables

 19

previously stated, independent readers in grade III had an increase of 3, 2 in grade IV,

10 in grade V and 4 in grade VI.

Respondents’ under Instructional in varying grade level texts showed that, none

remained in grades II and III, an increase of 3 in grade IV, 1 in grade V, and 10 in grade

VI.

Pupils under frustration level, revealed immense decreases as well, for none was

found to be frustrated readers in grades III and IV, 3 rose to be frustrated readers in

grade V passages and 2 in grade VI selections, While 2 among the many remained as

frustrated readers in grade II, since both of them were struggling readers during the

conduct of the pre-test. These 2 can now manage to read simple CVC patterned words,

can blend letters into words, phrases and sentences but only at a grade II level.

Comprehension is yet to follow.

Conclusion

Based on the discussion of the research, the researcher proposed some

conclusions related to the result of the research. The conclusions can be explained as

follows:

1. After conducting the research using the proposed program , the researcher concluded

that using Read Along Stories as a strategy in advancing reading comprehension was

able to improve the quality of the teaching and learning process of reading in the

research setting. Read Along Stories had created an impact of reading in which the

students were helped, facilitated, and activated to use beneficial strategies and

techniques in comprehending the text better than before using multi- media facility.
 20

2. The students’ response in learning reading through Read Along Stories in videos was

good. They were interested and enthusiastic in the teaching and learning process,

especially in the reading activity. The students enjoyed and comfortable to read the

stories shown by the researcher especially when they were all simple reading stories for

kids that they were mostly familiar with. The students also responded well during the

activity.

3. The implementation of Read Along Stories in videos have successfully improved the

students’ word recognition and reading comprehension skills but cannot be employed

as a reinforcement strategy to struggling readers since they can hardly go with the flow

or reading words and passages in the story.

4. To validate further the result of this study, this may be used in other intermediate

grade levels in varying sections within the school or in other schools within the Division.

Recommendations

Based on the results and findings of this action research, Read Along Stories: a

strategy to advance reading level among public elementary schools, the researcher

would like to propose the following recommendations.

School Administrators shall support the implementation of this reading

intervention and allocate funds for the reproduction of viewing and reading materials.

The school shall likewise provide ways and means on the acquisition of classroom

television sets, which may either be taken from the school MOOE, Income Generating

Projects or the Homeroom PTA initiative.

Teachers as remedial reading teachers must assess pupils’ reading abilities

upon the onset of classes. They must plan, and design reading programs appropriate to

the pupils’ reading grades. They must also continuously use multi-media facility in the
 21

conduct of the remedial reading classes for enjoyment thereby paving the way for

deeper understanding of the story. Exposure to reading videos interest them most,

boosting their vocabulary and reading comprehension skills. Television or video

segments offer another potential means to make early reading instruction

comprehensible to young children. Comprehension is the ultimate goal of reading, yet it

is notoriously difficult to instruct. Multimedia environments can mirror and reinforce

proven teacher-led strategy instruction through the use of pop-ups, linked questions,

online resources, and animated reading coaches or e-tutors that engage in questioning,

prompts, and think aloud (CITEd- Learning to Read with Multi-media Materials). But this

intervention must not be given to struggling readers because they can hardly read with

the words in a flash and grasp the meaning of the lines. Students with poor phonemic

awareness need to practice and improve this fundamental skill. Therefore, individualized

instruction is important. Educators must be wise to select commercial software and web-

based programs that offer individualized learning paths and/or progress monitoring.

(CITEd- Learning to Read with Multi-media Materials).

This can be employed to pupils with strong phonemic awareness only and those

who wish to enjoy reading in videos. Teachers may heighten their awareness in

identifying reading and learning tasks that are well developed and are not. This may

further be a motivating factor to adapt measures and new strategies for the improvement

of instruction in reading.

The parents must supervise their children’s reading habits at home and in school.

These children need support and attention on their academic needs and in other aspects

which greatly contribute to their wholesome growth and development. Checking of

whatever bring home reading assignments for parental review and assistance. These

kids also look forward for ample prizes and acknowledgements in every positive

outcome of their school and life performances.

 22

Reflection

Reading Competence is one big concern not just of one school but of other

elementary and even high schools all throughout the country. The K-12 program of the

Department of Education had a graceful entrance in the field. Both Kindergarten and

Grade I teachers may have misunderstood the educational balance and concepts the

program offered. Yes, they did great knowing that these set of pupils have passed the

grade for many have mastered the basic letter and sound recognition, blending of letters

into syllables and later into words, phrases and sentences. But it is quite frustrating to

know after the reading assessment upon enrolment that some of these grade VI pupils

could hardly recognize letter sounds and blend letters into words. They have passed into

several grade levels, passing onto one after the other. It may have been better if we

follow “no read, no move policy”, since these set of very poor readers have quite of

habitual absenteeism problems and laxity. Pupil-parent counselling may have been

employed with the school guidance counsellors or with the other stakeholders’

interventions.

Seeing the need to intervene the reading skills of the participants, the researcher

sought remedy in the hands of technology. That was “Learning to read with multi-media

materials.” Technology and multimedia materials offer the potential for addressing the

challenges of reading instruction. For more than 2 decades, researchers have been

using innovative technology to engage students, build connections between oral and

written language, prompt active reading, and provide supplemental tutoring. In the

process, technology and the understanding of how to support reading instruction and

achievement have both advanced.(CITEd- Learning to Read with Multi-media Materials).

Employing Read-along stories in videos using multi-media facility had a great

impact in reading development process of the participants since they get to interact
 23

freely with the stories, relate to their own experiences and actively engage into colourful

pictures and animations. Motivations and motive questions stimulate their thinking ability,

giving prompt answers to the questions thrown by the teacher before each story viewing

and reading along. Some had wild imaginations on how and why things happened and

the occurrence of a sudden ending. Some had also several what if’s. Narrating stories

they read and viewed turned out of beyond expectation because they explained it so well

but sometimes redirected into quite what they preferred to happen next.

Being an English teacher for almost 14 years, lots of inevitable queries and trials

have passed on to our shoulders. Reading remedies to the identified poor readers, and

non-readers had always been the biggest concern we expect each year. Since mastery

of the language is not forcibly implemented in the grades I, II and even in grade III. In as

much as we wanted to have the technology needed for the reading remediation, the plea

could hardly be taken into considerations. Many hindering factors have to be addressed

first beyond and above these technologies such as financial constraints and availability

of sources and manpower.

Action Plan

Results of this action research shall be presented in the District Mid-year In-

Service Training for Teachers comes October 2019. Research dissemination shall

likewise be implemented in school during the LAC sessions and in the different research

conferences of the division.

This material shall also be submitted to the Learning Resource and Development

System committee for further evaluation and revision if needed and later be uploaded to

the portal for wider utilization. Finally, result of this study shall be published in the local
 24

school paper for pupils, teachers and community awareness on the importance of

reading and multi-media resources.

Remedial Reading teachers shall be called up for a session of brainstorming on

how to address the existing reading problems and pupils behaviour towards reading.

Planning and designing a reading program suitable to particular grade levels shall be

produced. Advises from fellow teachers on Remedial reading strategies and searching

for evidence-based studies in the internet shall be subjected for testing and evaluation

using targeted respondents. If found effective, accept and adopt, but if not, reject and

find another.

Neophyte teachers in teaching reading shall be given specialized training and

enhancement seminars for self-productivity and improvement. Technical assistance shall

likewise be given to them.

 25

References

K-12 English Curriculum Guide (2016)

Alise Brann, Tracy Gray, Judy Zorfass (2009) PowerUP WHAT WORKS

American Institutes for Research by Center for Technology Implementation in Education-

Learning to Read with Multi-media Materials

Armbruster,B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research Building
Blocks for Teaching Children to Read

Budi Prasetyono (2014) Improving Reading Comprehension Through Extensive Reading

Activity

Kamille Kay Q. Tamor (2017). The Reading Difficulties of Grade One Pupils in Macatoc
Elementary School
,
Koskinen, P. S., Blum, I. H., Bisson, S. A., Phillips, S. M., Creamer, T. S., & Baker, T. K.
(1999). Shared reading, books, and audiotapes: Supporting diverse students in
school and at home. The Reading Teacher, 52, 430-444.

Minariza Marual-Gillaco (2014). Level of Word Recognition and Reading

Comprehension: A Basis for a Reading Program
 26

Appendices
27
28
29
 30

Appendix D

Short Story Videos Used in the Conduct of the Study

Short Story Videos utilized on Tuesdays

1.The Ugly Duckling https://www.youtube.com/watch?v=J9x-UdnjNd8&t=28s

2. The Hare and the Tortoise https://www.youtube.com/watch?v=eMXmMHVNx4U

3. The Honest Girl https://www.youtube.com/watch?v=3F0WLIY0dLg&t=193s

4.The Sleeping Beauty https://www.youtube.com/watch?v=d8MEKHAnYnM&t=129s

5.Rapunzel https://www.youtube.com/watch?v=749w-InEXgQ&t=137s

6.The Magic Pot https://www.youtube.com/watch?v=KHzJVnY2egA&t=168s

7.Alladin and The Magic Lamp https://www.youtube.com/watch?v=u7ZHUii5b50

8.The Adventure of Tom Sawyer https://www.youtube.com/watch?v=-JryyTDc2rU

9.Mulan https://www.youtube.com/watch?v=J0lG8YorBsU

10.Halloween Henry https://www.youtube.com/watch?v=-024p24bvLA

Short Story Videos used on Thursdays

1.The Wizard of Oz https://www.youtube.com/watch?v=s1361r7oa94

2.The Diligent Girl and the Lazy Girl https://www.youtube.com/watch?v=0VXbdWojByc

3.Bad Habits https://www.youtube.com/watch?v=Xtp0CMb3afQ

4.The Clever Rabbit https://www.youtube.com/watch?v=JT94EQK_bko

5.The Foolish Frogs https://www.youtube.com/watch?v=DUuynC3pfz8

6.The Ungrateful Crocodile https://www.youtube.com/watch?v=WFhcU6oYOIU

7.The Sly Fox https://www.youtube.com/watch?v=YsrJE8P4kFk

8.The Monkeys and the Cap Seller https://www.youtube.com/watch?v=ykFLZywRxeM

9.The Little Mermaid https://www.youtube.com/watch?v=wM2qM3D5ggs

10.The Robin and the Blackbird https://www.youtube.com/watch?v=Er6Luyy_3k4

31
 32

STORY GRAMMAR

TITLE: ________________________

CHARACTERS: ___________________

SETTING: (time and place)

PLOT: (events)

1. __________________________

2. __________________________

3. __________________________

4. __________________________

5. __________________________

ENDING: _______________________

MORAL LESSON: __________________

 33

THE UGLY DUCKLING

Vocabulary Words:

1. Dismay- worried, upset

2. Hatch– to produce a young from an egg by applying natural or artificial

heat

3. Roam– to go into particular places without having particular purpose or

plan

4. Anxiety– feeling of nervousness or fear

5. Glimpse– to look at or see for a very short time

6. pale– light in color

7. disappointment– sad, unhappy, displeased

8. screaming– to make a very loud, high sound

9. warmth– the state of being warm

10. wandering– going about from place to place

11. wedge of swans– group of swans

12. amazement– feeling of surprise

13. reluctant– showing doubt about doing something

14. sheer– to turn suddenly

COMPREHENSION QUESTIONS:

1. What did the couple feel knowing that their eggs are about to hatch?
2. What kind of quack was heard last?
3. How did the couple describe the last baby being hatched?
4. What did the ugly duckling see when he turned around?
5. How did he feel being left alone?
6. Who saw him screaming for help?
7. How did the wood cutter help him?
8. What did he see when he was wandering along the side of the lake?
9. Why were the swans laughing at him?
10. Do you think the ugly duckling went along with them? Why?
11. What moral lesson can we get from the story?
 34

THE HARE AND THE TORTOISE

Vocabulary Words

1. beat– overcome, defeat

2. Race– a contest of speed

3. Crowd– large number of individuals especially when collected together

4. Compete– to try to get or win something

5. Path– track that is made by people or animals

6. Blink– to close and then open the eyes very quickly

7. Tip toe– with your toes touching the ground and your heels raised up

8. Ignorant– lacking knowledge or information

9. Roars– to make a long, loud sound

10. Disappointment- the state of feeling sad, unhappy or displeased

COMPREHENSION QUESTIONS:

1. Why was there a get together of animals in the forest?

2. Who were the two competitors for the race?

3. Between the two, who do you think can likely finish the race in a short time?

4. What happened along the way?

5. What trait was shown by the tortoise? By the hare?

6. Who won the race? Why?

7. What lesson can we get from the story?

 35

THE HONEST GIRL

VOCABULARY WORDS:

1. PAMPERED- spoiled

2. ADMIRE– to think highly of somebody/ something

3. TOSSING AND TURNING - moving restlessly from side to side

4. ACCUSE - to blame, to say that somebody has done some wrong

5. HONEST - truthful

COMPREHENSION QUESTIONS:

1. Who were the characters in the story?

2. Describe Sumiti?

3. Why were the children gathered around Tina?

4. Why was Sumiti asked to go back to the classroom?

5. Why didi she take the pen?

6. Why did Vibha go back to the classroom?

7. Was Vibha acuused of stealing?

8. Why did Sumiti decide to tell the truth?

9. What trait was shown by Sumiti in telling the truth in front of the class?
 36

THE SLEEPING BEAUTY

VOCABULARY WORDS:

1. Clever - intelligent and able to learn things quickly

2. Settle - to make a final decision about something
3. Curse - a cause of trouble or bad luck
4. Spindle - a thin rod or stick with pointed ends that is used in making yarn
5. Scream - to suddenly cry out in a high voice because of pain or surprise
6. Vanish - to disappear entirely without a clear explanation
7. Prick - a mark or a shallow hole made by a pointed instrument
8. Notice - attention that people give to someone or something
9. Strange - different from what is normal, usual or expected
10. Feast - a special meal with large amounts of food and drink

COMPREHENSION QUESTIONS

1. Who was not invited during the celebration of the baby’s shower?

2. What curse did she give her?

3. How can this curse be lifted?

4. Who supervise in the growing up stage of the princess?

5. Where did the light take her?

6. Why was she called the sleeping beauty?

7. Why did the fairies decide to make everyone asleep in the castle?

8. What was the color of the door which led the prince to Sleeping Beauty?

9. What feeling was expressed by Sleeping Beauty and the prince to each other?

10. How did the story end?

 37

RAPUNZEL

VOCABULARY WORDS:

1. Rampions - a flower
2. Steal - to take in a way that is wrong or illegal
3. Terror - a very strong feeling of feeling or fear
4. Couple - two people who are married
5. Sorrow - a feeling of sadness or grief caused especially by the loss of someone
or something
6. Golden locks - golden hair
7. Vain - having no access; not producing a desired result
8. Cruel - causing or helping to cause suffering; terrible and unfair
9. Maiden - a young woman who is not married

COMPREHENSION QUESTIONS:

1. What could be seen at the back of the couple’s house?

2. Give the name of the witch.

3. What plant were in the witch’s garden which can be used to make salads?

4. Did the witch let the husband take as many rampions as they wanted? On what
condition?

5. Describe the place where Rapunzel was kept?

6. How can anyone enter the tower where Rapunzel lived?

7. Who happened to pass by one day and heard Rapunzel’s lovely songs?

8. Was Rapunzel willing to marry the prince when she was asked? Why?

9. What punishment was given to Rapunzel when she was caught seeing the prince?

10. How did the prince become blind?

11. What healed the prince’s blind eyes?

12. Write down the ending of the story.

 38

THE MAGIC POT

VOCABULARY WORDS:

1. Underneath - below, at the bottom

2. Spade - a digging instrument adapted for being pushed into the ground
with the foot
3. Trouble - to make someone feel worried or upset
4. Tide over - to support or enable to survive temporarily
5. Grains - the seeds of plants that are used for food
6. Fortune - a very large amount of money
7. Treasury - a place in a church, castle, palace, etc., where money and
valuable objects are kept
8. Stormed - a sudden occurrence of something in large amount
9. Confiscate - to take away something from someone especially as punishment
or to enforce the law or rules
10. Peered - to look narrowly or curiously

COMPREHENSION QUESTIONS:

1. What was hit when the farmer ploughed his field?

2. What things were put in the magic pot which turned into hundreds?

3. How did the king know about the magic pot?

4. What happened to the king when he fell at the bottom of the pot?

5. Why were the kings fighting?

6. Give the ending of the story.

 39

ALLADIN AND THE MAGIC LAMP

VOCABULARY WORDS:

1. Proposition -something that is presented to a person or group of

people to consider
2. Tunnels - a passage that goes under the ground
3. Lift - to move something to a higher position
4. Narrow - long and not wide; small from one side to the other side
5. Stuffed - a group or pile of things that are not specifically described
6. Tucked - to push the end of something into or behind something in
order to hold it in place
7. Abrupt - very sudden and not expected
8. Tricked - an action that is meant to deceive someone
9. Abandon - to leave and never return to someone or something
10. Trader - a person who buys, sells or exchange goods
COMPREHENSION QUESTIONS:

1. Where did Alladin and his mother live?

2. Who was his only relative?

3. Why did his uncle ask Alladin to come with him?

4. What was left to his mother?

5. Describe the place where they came last.

6. What was under the rock when Alladin lifted it?

7. What did his uncle want him to do?

8. What struck his attention most which looked not so costly at all?

9. Who helped him escape from the caves?

10. What came out when Alladin rubbed the lamp with his cloth?

11. What were his wishes?

12. To what were the silver plates being exchange of?

13. With whom did Alladin fall in love?

14. How did he win the princess’ heart?

15. Who was so envious of Alladin?

16. Why did he kill his own uncle?

17. Give the ending of the story.

 40

THE ADVENTURE OF TOM SAWYER

VOCABULARY WORDS:

1. Smitten - to hurt, kill or punish someone or something

2. Desperate - very sad and upset because of having little or no hope; feeling or
showing despair
3. Stumped - to walk heavily or clumsy
4. Fumbled - to search for something by reaching or touching with your fingers
in an awkward or clumsy way.

COMPREHENSION QUESTIONS:

1. With whom did Tom Sawyer live?

2. Describe Tom.
3. Why was Aunt Polly looking for Tom?
4. What did Tom hide under the bed?
5. Where did Tom go when he skipped classes?
6. What was Tom’s punishment for fooling around?
7. How did Tom trick his friends to help him paint the fence?
8. Why did Tom want to have as many tickets as possible?
9. What was the tradition if somebody received a bible?
 41

MULAN

VOCABULARY WORDS:

1. Lagged - comparative to slowness or retardation

2. Shame - a feeling of guilt, regret or sadness because of wrong action
3. Defeat - to win over a victory over a war, contest or game
4. Cheated - to break a rule or law usually to gain an advantage at something
5. Upset - to make someone unhappy, worried, etc
6. Enticed - to attract someone especially by offering or showing something
that is appealing
7. Collided - to hit something or each other with strong force; to crash
together or to something
8. Banished - to force someone to leave the country as punishment
9. Token - a souvenir, keepsake

COMPREHENSION QUESTIONS:

1. Where did Mulan and her family live?

2. Describe her family.
3. Why did Mulan decide to join the Imperial Army?
4. What name did she give to herself interview of the General?
5. What plan did she do to return to the army?
6. Who was the leader of the Imperial Army?
7. What did Mulan use to blast off the Huns?
8. What surprised the doctor?
9. Was she punished for joining the army? Why?
10. Who freed the emperor?
11. How was Shan Yu defeated?
12. What gift was given to her in return for her heroism?
 42

HALLOWEEN HENRY

VOCABULARY WORDS:

1. Supper - an evening meal

2. Dismiss - to decide not to think about or consider
3. Refuse - to say that you will not accept something, such as a gift or offer
4. Stew wok - to cook something slowly in hot liquid
5. Ducked - to lower your head or body suddenly to avoid being seen or hit
6. Stuck - to pierce with something pointed
7. Vanish - to disappear entirely without clear explanation

COMPREHENSION QUESTIONS:

1. How did the family feel having a new house?

2. What awakened Rick at night?
3. Give horrible things or events experienced by Rick and Penny?
4. How did the parents get to believe what they were saying?
5. What was Henry’s greatest wish?
6. What promises kept Henry from staying home?
7. Give the ending of the story.
 43

THE WIZARD OF OZ

VOCABULARY WORDS:

1. Nasty - very unpleasant to see

2. Whimpered - to make a quiet crying sound
3. Courage - the ability to do something that is difficult or dangerous
4. Hacked - to cut or sever with repeated irregular or unskilful blows
5. Strapped - a narrow and usually flat piece of a material that is used for
fastening, holding together or wrapping something
6. Horrible - causing horror: very shocking and upsetting
7. Bucket - an open container with a handle that is used especially to hold and carry
water and other liquids
8. Shrink - to become smaller in amount, size or value

COMPREHENSION QUESTIONS:

1. Who lived in Kansas City?

2. What blew her house away?
3. Why were the munchkins rejoicing upon the death of the wicked witch?
4. What did the good witch give her to get into the Wizard of Oz?
5. Along the way, what did she meet and came along with her?
6. What was missing in every character?
7. How can they claim all their wishes?
8. How did the evil witch of the west defend herself?
9. How did they fight back?
10. Were their wishes granted?
11. How did Dorothy and Toto get home?
 44

THE DILIGENT GIRL AND THE LAZY GIRL

VOCABULARY WORDS:

1. Vineyard - a field where grapes are grown

2. Delicious - very pleasant to taste
3. Nonsense - words or ideas that are foolish or untrue
4. Sneak - to move quietly and secretly in order to avoid being noticed
5. Hurt - to cause pain or injury
6. Bleeding - to lose or release blood because of a cut or injury
7. Refuse - to say or show that you are not willing to do something that someone
wants you to do
8. Journey - an act of travelling from one place to another
9. Pluck - to pull quickly to remove it
10. Upset - to cause an unpleasant feeling

COMPREHENSION QUESTIONS:

1. Why did the wife throw away her husband’s daughter?

2. Along the way to wealthy man’s house, what did she pass by?
3. How did she help all of them?
4. With whom did she stay for the night?
5. What was her work at the fairies’ house?
6. When she was about to go home, what did the fairy advise her to do?
7. On her way home, the ones she helped returned the favour. How?
8. Did the wife’s lazy do the same as the diligent daughter when she was sent out
for work?
9. Who was rewarded at the end? Why?
10. What moral can we get from the story?
 45

BAD HABITS

VOCABULARY WORDS:

1. Sapling - a young tree

2. Struggle - to try very hard to do, achieve, or deal with something that is
difficult or that causes problems
3. Budge - to move slightly

COMPREHENSION QUESTIONS:

1. How old was the boy in the story?

2. Why was the father so worried for his son?
3. Who did he approach to help him about his problem?
4. What tasks did the master ask him to do?
5. What realizations did the boy have?
 46

THE SLY FOX

VOCABULARY WORDS:

1. Bushy - very thick and full

2. Fur - the hairy coat of an animal especially when it is soft and
thick
3. Terrible - very shocking and upsetting, very bad or unpleasant
4. Wits - the ability to think or reason
5. Plump - having a full, rounded shape: slightly fat
6. Trotted - to move at a speed faster than walking by stepping with each front
leg at the same time as the opposite back leg

COMPREHENSION QUESTIONS:

1. How does the story open?

2. What characters does the story have?
3. Describe the setting of the story.
4. Why did the fox decide to use her wits instead of running away?
5. Why did the fox not like herself to be the dinner of the wolf?
6. Why did the wolf not eat the fox?
7. What was at the bottom of the well that looked delicious and good?
8. What could have happened to the wolf?
9. What best describe the fox?
 47

THE UNGRATEFUL CROCODILE

VOCABULARY WORDS:

1. Greedy - having or showing a selfish desire to have more of

something
2. Ventured - to go somewhere that is unknown, dangerous
3. Fare - to do something well or badly
4. Marsh land - an area of soft and wet land
5. Rumbled - to make a low, heavy, continuous sound or series of
sounds
6. Ungrateful - not feeling or showing thanks for favors, gifts, etc.
7. Crowbar - a metal bar that has a thin flat edge at one end and is used
to open or lift things
8. Dizzy - having a whirling sensation in the head with a tendency to
fall
9. Dragged - to pull ( someone or something that is heavy or difficult to
move)
10. Weary - lacking strength, energy or freshness because of a need for rest
or sleep

COMPREHENSION QUESTIONS:

1. What was the setting of the story?

2. What characters does the story have?
3. Why did the crocodile the crocodile decide to leave the marsh?
4. Why did the farmer take the crocodile even if he were afraid of him?
5. Why did the bony arm of the farmer look delicious to the crocodile?
6. What was the crocodile’s reason for grabbing the carabao’s leg?
7. What could have happened to the farmer?
8. What best describe the farmer?
 48

THE FOOLISH FROGS

VOCABULARY WORDS:

1. Bug - an insect or other creeping or crawling invertebrate (as a

spider or centipede)
2. Croaked - to make a deep, harsh sound that a frog makes
3. Crane - a type of tall bird that has a long neck and long legs and
lives near water
4. Gobble - to swallow or eat greedily
5. Motionless - having no action or movement

COMPREHENSION QUESTIONS

1. Where did the frogs live?

2. How were their lives?
3. Why were they still complaining?
4. Why did the owner of the pond throw a log at them?
5. What did the frogs think of the log?
6. Because of the noise, the man grew angry so he bought something for them.
What was it?
7. Upon seeing the creature, what did they feel?
8. What did the creature do to them?
 49

THE CLEVER RABBIT

VOCABULARY WORDS:

1. Taunt - to say insulting things in order to make a person

angry
2. Akimbo - with the hands on the hips and the elbows turned
outward, the legs are spread in a bent position
3. Downstream - in the direction in which a stream, river, etc flows
4. Refreshing - pleasantly new, different or interesting
5. Clenched - to set in a tightly closed position, to hold tightly
6. Cruel - used to describe a person who hurt others and do
not feel sorry about it

COMPREHENSION QUESTIONS:

1. Who loved to drink water from the deep river?

2. What was known to live in it?
3. Why did the crocodile pretend to be a log?
4. Did the crocodile manage to catch the rabbit?
5. What clever plan freed the rabbit from the greedy crocodile?
 50

THE ROBIN AND THE BLACKBIRD

VOCABULARY WORDS:

1. Trembling - to shake slightly because of some force

2. Nest - the plac3 where the bird lays its eggs and takes care of its
young
3. Request - an act of politely or formally asking for something
4. Stretched - to make something wider or longer by pulling it
5. Weather - the state of the air and atmosphere at a particular time and
place; the temperature and other outside conditions (such as rain, cloudiness,
etc.) at a particular time and place
6. Comfortable - relaxed, no worries, difficulty or uncertainty

VOCABULARY WORDS:

1. Where did the story happen?

2. Which character remained friendly up to the end of the story?
3. Who said, “ Now he has the nest to himself.”?
4. How did the story describe the Robin?
5. What action made the robin angry with the blackbird?
6. What action showed that the blackbird wanted to stay in the nest?
7. Why did Robin push the blackbird out of the nest?
8. Why did the Robin become unfriendly at the end of the story?
 51

THE LITTLE MERMAID

VOCABULARY WORDS:

1. Breeze - a light gentle wind

2. Mesmerized - to hold the attention of someone, to interest, amaze
3. Notice - to become aware by seeing or hearing
4. Rage - a strong feeling of anger that is difficult to control
5. Steer - to control the direction in which something moves
6. Unconscious - not awake especially because of an injury, drug,
etc.
7. Scream - to suddenly cry out in a loud and high voice because of
pain, surprise
8. Drowning - to die by being underwater too long and unable to breathe
9. Confused - unable to understand or think clearly
10. Pursue - to follow and try to catch or capture someone or something
11. Vanished - to disappear entirely without clear explanation
12. wed - to take for wife or husband by a formal ceremony

COMPREHENSION QUESTIONS:

1. Who was the prettiest among the mermaids?

2. Who did she save?
3. What broke the mermaid’s heart?
4. To whom did she decide to visit to have legs?
5. What was the exchange of the favour given?
6. What was going on at the prince’s castle when she reached it?
7. How was she given the chance to get into the palace?
8. What was should be stabbed?
9. Why did the mermaid decide to stop pursuing the prince?
10. What is the lesson of the story?
 52

THE MONKEYS AND THE CAP SELLER

VOCABULARY WORDS:

1. Rupee - the basic unit of money in some Asian countries like India
and Pakistan
2. Lying - to be or to stay at rest in a horizontal position
3. Shocked - to strike with surprise, terror, horror or disgust
4. Empty - containing nothing
5. Imitating - to do the same thing as someone

COMPREHENSION QUESTIONS:

1. Where was the cap seller selling?

2. How much was each cap?
3. How did he carry the goods?
4. Why did he decide to take a nap?
5. Who took away his caps?
6. How did he retrieve all the caps?
 53

Research Survey Instruments

Phil-IRI Group Screening Test for Grade VI

Read each selection silently. Then read the questions that follow and write the

letter of the correct answer in the answer sheet:

Chameleons

Chameleons are extraordinary animals. They are one of the few animals that can

change their color. This is their way of hiding themselves. Chameleons that live in trees

are often green. Those that live in desert lands are usually brown.

It is also their way of keeping warm. Turning a darker shade helps them absorb more

heat. They also change colors to send messages to other chameleons. Their bright

colors may attract another chameleon or warn enemies.

82 words

1. What is one unique characteristic of chameleons? (Literal)

a. Their color changes.

b. They live in trees.

c. They live in deserts.

d. They climb trees fast. They send messages to other animals.

2. What will happen to a chameleon on a cold day? (Inferential)

a. It will become invisible.

b. It will turn a shade lighter.

c. It will turn white.

d. It will turn a shade darker.

3. Changing its color is the chameleon’s way of ______________________. (Literal)

a. showing its special power

 54

b. hiding itself from other animals

c. finding its family

d. shedding its skin

4. Chameleons are extraordinary animals. Another word for extraordinary

is ________________________. (Inferential)

a. amazing

b. not known

c. common

d. unusual

5. What is the advantage of changing color? (Inferential)

a. It can hide itself.

b. It can kill enemies

c. It can join with other chameleons.

d. It can hold on to the branch as it climbs.

6. The main idea of the selection is (Critical)

a. why chameleons change colors.

b. how chameleons survive in the wild.

c. where chameleons come from.

d. where chameleons live.

7. The best title for this selection is (Critical)

a. How Chameleons Communicate with Other Animals

b. Why Chameleons Change Color

c. The Different Habitats of Chameleons

d. The Enemies of Chameleons

 55

The Philippine Eagle

The Philippine Eagle has replaced the maya as our national bird. It is one of the

three largest and strongest eagles in the world. But it is in danger of extinction. Hunting

and deforestation have caused the number of Philippine Eagles to dwindle. Scientists

have tried to increase their number by breeding them in captivity. The first eagle to be

bred in captivity is Pag-asa. At 25 years old, Pag-asa is not yet suited to be released to

the wild as she has developed dependency on her human keeper.

89 words

8. The Philippine Eagle is in danger of extinction. It means this type of eagle will

eventually ________________.(Inferential)

a. disappear

b. increase

c. migrate

d. starve

9. When birds are bred in captivity, they are _____________.(Inferential)

a. allowed to freely fly in the wide forest

b. cared for in a safe environment

c. caught and sold as pets

d. given a diet of bread

10. What is responsible for the decrease in the number of Philippine Eagles? (Inferential)

a. their migration to cooler countries

b. their transfer to warmer places

c. the activities of humans

d. lack of available food

 56

11. Pag-asa is the name of the first eagle which (Literal)

a. was discovered first in our country.

b. was born in captivity.

c. was kept in the wild

d. was given as a gift.

12. What is the problem posed in the selection? (Critical)

The Philippine Eagles _______________________________.

a. are in danger of being gone forever

b. are dying because of a disease

c. migrate to other countries

d. are not growing fast

13. The purpose for writing the selection is to (Critical)

a. invite researchers to study the Philippine eagle.

b. make the reader proud of the Philippine eagle.

c. warn the hunters not to harm the Philippine eagle.

d. raise an alarm about the possible disappearance of the Philippine Eagle.

14. A good title for this selection is (Critical)

a. Help Save the Philippine Eagle

b. See the Rare Philippine Eagle

c. Breeding the Philippine Eagle

d. The Effects of Deforestation

 57

Home to Millions of Fish

Coral reefs are found in shallow areas of tropical ocean waters. They are like

beautiful underground gardens that grow in salty waters. Millions of fish and sea plants

make their home in the reefs as these provide a safe sanctuary for them. They allow

small fish to hide from large predator fish.

But many coral reefs are in trouble. Water pollution is destroying many reefs.

Tourism likewise harms them. If reefs are damaged, we will lose many of our most

beautiful fish.

82 words

15. Coral reefs are described as underground gardens because ___________.

(Inferential)

a. they are full of flowers

b. there are many sea plants

c. they have many enormous fish

d. there are many types of pebbles

16. Coral reefs provide a safe sanctuary to live for the small fish. A sanctuary is

synonymous to ______________________. (Inferential)

a. water

b. shelter

c. cage

d. cave

17. Which of these bodies of water would have coral reefs? (Inferential)

a. the sea

b. the lake

c. the river

d. the pond
 58

18. Why are the small fish safer in the coral reefs than in the open sea? (Inferential)

a. The water is saltier.

b. The waves are not so big.

c. There is no pollution there.

d. It is less likely that the big fish will eat them.

19. How is the last paragraph of the selection developed? (Critical)

a. by giving a list of effects

b. by enumerating a series of sequenced events

c. by stating the main topic and giving examples

d. by defining the problem and the possible solution

20. Which cause of the destruction of coral reefs is mentioned in the last

paragraph? (Literal)

a. pollution

b. the presence of big fish

c. the strong wind and big waves

d. the increasing temperature of the ocean

 59

Research Instrument

Phil-IRI

ENGLISH PRE-TEST
SET A
Title of the Selection
Level
Pam’s Cat
Grade 2
Narrative
Summer Fun
Grade 3
Narrative
Get Up, Jacky!
Grade 4
Narrative
Frog’s Lunch
Grade 5
Narrative
Yawning
Grade 6
Expository
Dark Chocolate
Grade 7
Expository

Grade 2
 60

PAM’S CAT Pam has a cat.

It is on the bed.

It can nap. It can sit.

“Oh no!” says Pam.

“The cat fell off the bed!”

Is the cat sad?

No. It is on the mat.

Questions

1. Who has a pet?

a. Pat

b. Pam

c. Paz

2. What is her pet?

a. dog

b. pig

c. cat

3. Why did Pam say “Oh no!”?

a. She was mad.

b. She was happy.

c. She was worried.

4. Why did she feel this way?

a. Her cat can do tricks.

b. Her cat made a mess.

c. Her cat might be hurt.

 61

5. How do we know that the cat is ok?

a. It is on the bed.

b. It is on the mat.

c. It has a rat.

Grade 3

SUMMER FUN
“Let’s have some fun this summer,” says Leo.

“Let’s swim in the river,” says Lina.

“Let’s get some star apples from the tree,” says Leo.

“Let’s pick flowers,” says Lina.

“That is so much fun!” says Mama.

“But can you help me dust the shelves too?”

“Yes, we can Mama,” they say.

“Helping can be fun too!”

Questions

1. Who were talking to each other?

a. Lita and Lito

b. Lina and Lino

c. Lina and Leo

2. What were they talking about?

a. what to do during the summer

 62

b. what to have during the summer

c. what to wear during the summer

3. The children in the story could be _______

a. brother and sister

b. neighbors

c. cousins

4. Which of these will they do if they are hungry?

a. pick flowers

b. pick guavas

c. go swimming

5. Doing something "fun" means ______________.

a. doing something in the summer

b. doing something in the house

c. doing something that we like

6. Which these is the best example of being helpful?

a. picking flowers

b. cleaning up

c. swimming
 63

Grade 4

GET UP, JACKY “Ring! Ring!” rang the clock.

But Jacky did not get up.

“Wake up, Jacky! Time for school,” yelled Mom.

And yet Jacky did not get up.

“Beep! Beep!” honked the horn of the bus.

Jacky still laid snug on the bed.

Suddenly, a rooster crowed out loud

and sat on the window sill.

Jacky got up and said with cheer,

“I will get up now. I will!”

Questions

1. Who is the main character in our story?

a. Jock

b. Jicky

c. Jacky

2. Why did the main character need to wake up early?

a. to get to school on time

b. to get to work on time

c. to get to bed on time

3. What woke the character up?

a. the ringing of the alarm clock

b. the crowing of the rooster

 64

c. Mom’s yelling

4. What did the character think as he/she "laid snug" on the bed?

a. “I do not want to get up yet.”

b. “I do not want to be late today.”

c. “I want to be extra early today.”

5. What does it mean to say something "with cheer?"

a. We say it sadly.

b. We say it happily.

c. We say it with fear.

6. Which of these statements fits the story?

a. Jacky liked being woken up by a clock.

b. Jacky liked being woken up by a bus horn.

c. Jacky liked being woken up by a rooster.

Grade 5

FROG’S LUNCH
One day, a frog sat on a lily pad, still as a rock.

A fish swam by.

“Hello, Mr. Frog! What are you waiting for?”

“I am waiting for my lunch,” said the frog.

“Oh, good luck!” said the fish and swam away.

Then, a duck waddled by.

“Hello, Mr. Frog! What are you waiting for?”

“I am waiting for my lunch,” said the frog.

 65

“Oh, good luck!” said the duck and waddled away.

Then a bug came buzzing by.

“Hello, Mr. Frog! What are you doing?” asked the bug.

“I’m having my lunch! Slurp!” said the frog.

Mr. Frog smiled.

Questions

1. Who is the main character in the story?

a. the bug

b. the duck

c. the fish

d. the frog

2. What was he doing?

a. resting on a lily pad

b. chatting with a bug

c. hunting for his food

d. waiting for the rain

3. In what way was he able to get his lunch?

a. He was able to fool the fish.

b. He was able to fool the duck.

c. He was able to fool the rock.

d. He was able to fool the bug.

4. Why should the frog be “still as a rock?”

 66

a. so that he will not scare the other animals away

b. so that he can catch his lunch

c. so that the other animals will think he is friendly

d. so that the fish will say nice things about him

5. Which of these words describe the duck?

a. patient

b. eager

c. curious

d. careful

6. Which of these words describe Mr. Frog?

a. patient

b. eager

c. curious

d. careful

7. Which of these characteristics would have helped the bug?

a. being patient

b. being eager

c. being curious

d. being careful
 67

Grade 6

YAWNING
What makes us yawn? Yawning is something that we cannot control. Even in the

mother’s womb, eleven-week-old babies have been observed to yawn. But why do we

do it?

One popular explanation for yawning is that a person may be tired or bored.

Although many believe this to be true, it cannot explain why athletes yawn before an

event or why dogs yawn before an attack.

It is said that yawning is caused by a lack of oxygen and excess carbon dioxide. A

good example of this is when we yawn in groups. We yawn because we are competing

for air.

Others even believe that we yawn to cool our brains off. Cool brains allow us to think

more clearly so yawning is said to help us become more alert.

Reference: McManus, M. R. (2001). What makes us Yawn? Retrieved from: Howstuffworks com

http://science.howstuffworks.com/life/inside-the-mind/human-brain/question572.htm

Questions

1. What is a fact about yawning?

a. It is something we cannot control.

b. It is something only humans do

c. It is a result of boredom.

d. It happens after birth.

2. Which of the following might make us yawn?

a. reading a book

b. being in a crowded room

 68

c. being around plants

d. being in a small air-conditioned car

3. What does the word "involuntary" mean?

a. expected

b. unexpected

c. within control

d. uncontrollable

4. Which of the following may be a benefit of yawning?

a. It warns us of possible attacks by dogs.

b. It provides us the carbon dioxide we need.

c. It cools our brains.

d. It balances the amount of oxygen and carbon dioxide.

5. According to the selection, what is most likely to happen after we yawn?

a. We will become more alert.

b. We will be less tired.

c. We will be less sleepy.

d. We will be calmer.

6. In the selection, how is the word 'compete' used in the phrase "competing for

air?"

a. struggling to take in some air

b. arguing about breathing

c. battling it out for oxygen

d. racing to breathe more air

7. Which of the following shows evidence that "yawning" is "competing for air?"

a. The passengers in an elevator yawned.

b. Several people yawned while picnicking at an open field.

 69

c. Two people yawned inside a room with air-conditioning.

d. Three students yawned in a big empty room.

8. Which of the following is the best response when we see a person/animal

yawn?

a. Have the person eat a food item that is a good source of energy.

b. Change the topic of conversation to a more interesting one.

c. Turn on an electric fan or source of ventilation.

d. Run away to avoid being attacked.

 70

ENGLISH POST-TEST
SET A
Level Title of the Selection

Grade 2 The Bib

Narrative

Grade 3 The Egg on the Grass

Narrative

Grade 4 The Tricycle Man

Narrative

Grade 5 The Snail with the Biggest House

Narrative

Grade 6 Rocks from Outer Space

Expository

Grade 7 Diving

Expository
 71

Grade 2

THE BIBBim-bim has a bib.

It is from Tina.

The bib is red.

It is pretty.

But the bib is big.

Will this fit?

“I will get a pin,” says Dad.

“There. It fits!”

Questions

1. Who has a bib?

a. Den-den

b. Bim-bim

c. Tin-tin

2. What is the color of the bib?

a. red

b. pink

c. yellow

3. Who gave the bib?

a. Dad

b. Mama

c. Tina

4. What is the problem with the bib?

a. It is big.

b. It is wet.
 72

c. It has a rip.

5. How did the bib fit Bim-bim?

a. Mama cut it.

b. Grandma fixed it.

c. Dad put a pin on it

Grade 3

THE EGG ON THE

GRASS
Duck, Hen, and Bird are in the garden.

“I see a big, round egg on the grass,” says Bird.

“It is not my egg,” says Hen.

“My egg is in the nest.”

“It is not my egg,” says Duck.

“My eggs just hatched.”

“It is not an egg,” says Ben.

“It’s my rubber ball.”

Questions

1. Where are Bird, Hen, and Duck?

a. in the nest

b. in the garden

c. in the farmhouse

2. Who saw the egg first?

 73

a. the hen

b. the duck

c. the bird

3. What word tells about the egg?

a. big and round

b. white and shiny

c. tiny and colorful

4. Who among the animals has a new baby?

a. the hen

b. the bird

c. the duck

5. What was the “egg” that the animals saw?

a. a large top

b. a rubber ball

c. a plastic cup

6. Why did the animals think that the rubber ball is an egg?

a. It is tiny.

b. It is white.

c. It is round.
 74

Grade 4

THE TRICYCLE MAN

Nick is a tricycle man. He waits for riders every morning.

“Please take me to the bus station,” says Mr. Perez.

“Please take me to the market,” says Mrs. Pardo.

“Please take us to school,” say Mike and Kris.

“But I can take only one of you,” says Nick to the children.

“Oh, I can sit behind you Nick,” says Mr. Perez.

“Kris or Mike can take my seat."

“Thank you, Mr. Perez,” say Mike and Kris.

Questions
1. Who is the tricycle man?
a. Mike

b. Nick

c. Mr. Perez

2. What was Nick’s problem?

a. There was a lot of traffic.

b. He could not take the children to school.

c. There was only one seat for either Kris or Mike.

3. How many riders did the tricycle man have?

a. two

b. four

c. three

4. Who helped solve Nick’s problem?

a. Mr. Perez
 75

b. Mrs. Pardo

c. another tricycle driver

5. Which word describes Mr. Perez?

a. kind

b. strict

c. proud

6. Which happened last?

a. Mr. Perez told Nick to take him to the bus station.

b. Mrs. Pardo told Nick to take her to the market.

c. Kris and Mike told Nick to take them to school.

Grade 5

THE SNAIL WITH THE

BIGGEST HOUSE
A little snail told his father, “I want to have the biggest house.”

“Keep your house light and easy to carry,” said his father.

But, the snail ate a lot until his house grew enormous.

“You now have the biggest house,” said the snails.

After a while, the snails have eaten all the grass in the farm.

They decided to move to another place.

“Help! I cannot move,” said the snail with the biggest house.

The snails tried to help but the house was too heavy.

So the snail with the biggest house was left behind.

 76

Reference: The Biggest House in the World

Leo Lionni

Questions

1. What kind of house did the father snail want the little snail to have?

a. big and tidy

b. hard and durable

c. large and colorful

d. light and easy to carry

2. The house grew enormous. A synonym of enormous is

a. huge

b. lovely

c. different

d. expensive

3. Why will the snails move to another place?

a. Their enemies bother them

b. They want to see other places.

c. They have eaten all the grass in the farm.

d. They don’t want to be with the snail with the biggest house.

4. What was the little snail’s problem when they were about to move?

a. “Will I build another house?”

b. “How can I carry my very big house?”

c. “What will happen to my biggest house?”

d. “What if another snail will have a house bigger than mine?”

5. Why did the other snails leave the little snail behind?
 77

a. He eats too much grass.

b. They did not want to be with him.

c. They could not move his very big house.

d. The little snail did not want to leave its house.

6. Which of the following did the little snail think at the end?

a. “My friends did not help me at all.”

b. “I should have stored more grass and leaves in my house.”

c. “Father was right. I should have a house that is easy to carry.”

d. “Never mind if I stay behind. I have the biggest house anyway.”

7. Which of the following will most likely happen to the little snail?

a. It will die of hunger.

b. It will destroy its house.

c. It will follow the other snails.

d. It will live happily in the farm.

Grade 6

ROCKS FROM OUTER

SPACE
The pieces of rocks that come from outer space have three names: meteor,

meteorite, and meteoroid.

A meteoroid is a piece of matter moving in space. It moves as fast as 40 miles a

second. It may be large or small. Most meteoroids are smaller than a grain of sand.
 78

As a meteoroid comes into the air near the earth, it catches fire. Most meteoroids

burn up before they hit the earth. The flash of light from the burning meteoroid is called a

meteor. If a piece of meteoroid falls to the ground, it is called a meteorite.

People have studied these rocks for many years. They wanted to research ways

to keep meteoroids from making holes in spacecrafts. Thick walls may help. Or perhaps

spacecrafts can be covered with a metal skin that will seal itself.

Questions

1. Where do the meteoroids originate?

a. from the outer layer of the earth

b. from the other planets

c. from the outer space

d. from the moon

2. A meteoroid catches fire when

a. it hits the earth.

b. it falls to the ground.

c. it collides with a spacecraft.

d. it comes into the air near the earth.

3. When is a meteoroid dangerous?

a. when it falls to earth and burns down houses

b. when it makes holes in a spacecraft

c. when it hits the airplanes

d. when it catches fire

4. The rocks from outer space are studied to find out ________________.

a. the time that they fall on earth.

 79

b. how these rocks could be used

c. how to avoid their fall on earth

d. how to keep them from making holes in spacecraft

5. What is true of meteoroids, meteorites, and meteors?

a. They are all small.

b. They are all rocks.

c. They all fall to the earth.

d. They all turn into balls of fire.

6. When one sees a flash of light in space, he may exclaim _____________.

a. “That’s a meteor.”

b. “There’s a meteorite.”

c. “That’s a meteoroid.”

d. “A meteoroid hit a spacecraft.”

7. Which is the best definition of a meteorite?

a. a flash of light from a burning meteoroid

b. a piece of meteoroid that falls to the ground

c. a piece of rock from outer space that hit a spacecraft

d. a piece of rock from outer space that burn up before hitting the

ground

8. In the sentence, “They research ways to keep meteoroids from making holes in

the spacecraft,” another word for research is ____________.

a. study

b. solve

c. conclude

d. experiment
 80

WORKPLAN AND TIMELINE

PERSON/S
TIMELINE
RESEARCH ACTIVITY INVOLVE DURATION

A. Phase 1

1. Preparation

a. Initial data gathering Researcher

5 days July 2-6, 2018
b. Analysis of Phil-IRI Pre-

test result for SY 2018-2019

c. Identifying a problem

2. Writing and Action Research

July 9-11, 2018
proposal Researcher 3 days

Division

Research September 14,

1 day
3. Approval of Action Research Screening 2018

proposal Committee/

BERF

B. Phase 2 Researcher Weekly October 17,

1. Implementation Respondents 2018–

a. Lesson Planning March 2019

b. Downloading of read along

videos
 81

c. Activities Researcher Weekly

 Preparation of viewing Respondents October 17,

and reading materials 2018-

 Unlocking of Difficult March 2019

words

 Presentation of

vocabulary words and

motive questions

 Giving reminders on

the proper way and

behavior in reading

and viewing

 Viewing and Reading

Proper

 Comprehension

Check which can be

answered orally

 Giving of simple

formative test

 Checking and

recording of scores

 Making an

assignment through a

journal
 82

d. Data Gathering and Researcher 5 days

Analysis

e. Interpretation March 25-29,

2019

C. Phase 3

1. Dissemination

a. Preparation of Final Researcher 5 days April 2-6, 2019

Report

b. Dissemination and 1 day October 21-25,

Utilization 2019
 83

Financial Report

COST ESTIMATES

UNIT COST/
ACTIVITIES QUANTITY TOTAL AMOUNT
MATERIAL

Communication

Expenses
load cards @ Php100 30 Php 3000
(Downloading of

Videos)

 Cd’s @ Php15 100 1500

 Bondpapers @
Reproduction of
Php 200/ ream 3 600
Reading and
 Epson Printer’s
Viewing Materials
ink at Php 75/ 32 2400

color

 Bondpaper @ 100 100

100 for a half

Printing of Action
ream
Research Proposal
 Epson Printer’s 75 75

ink @ Php 75

 Bond paper @ 200 200

200/ ream
Reproduction of
 Epson Printer’s 75 75
Findings
ink @Php 75

 White folders
 84

@ Php 15 10 150

Dissemination  Snacks @ 40 37 1480

Focused Group
 Snacks @40 40 1600
Discussion

TOTAL Php 11, 180.00

 85

Appendix
44

LIQUIDATION REPORT Serial No.:

___________________

Entity Name: Department of Education, Regional Responsibility Center

Office 6 Code:

Fund Cluster: General Fund

PARTICULARS AMOUNT
Liquidation of cash advance under Basic Education
Research Fund

for the release of 1st Tranche. Php 8944

Ref:
Ch# __________ dated ____________

JULIE ANNE L. CARMONA

J.L. Araneta Elementary School, Brgy. Taloc, Bago City/
Division of Bago City
Amount: Php
8,944
TOTAL AMOUNT SPENT Php 9,087

AMOUNT OF CASH DTD.

ADVANCE PER DV NO. Php 8944
AMOUNT REFUNDED PER OR NO. DTD.

AMOUNT TO BE REIMBURSED Php 143

A Certified: B Certified: Purpose C Certified:

Correctness of travel/cash Supporting
of the above advance duly documents
data accomplished complete and
proper
JULIE ANNE L. LEO B. DEDOROY, Ed.D. MA. LUNIE B. SAMPANI,
CARMONA CPA, MPA
Teacher III Chief, PPRD Accountant III
Claimant Signature over Printed Name Signature over Printed
Name
Immediate Supervisor Head, Accounting Unit
JEV No.:

Date: ____ Date: Date:

_____________________ ___________________ _____________________
__ __
 86

SUMMARY OF EXPENSES
Basic Education Research Fund

Ck# _________dated
Amount Granted ___________ 8,944.00

Less: Expenses

Date Particulars O.R No. Amount

Supplies
01/07/2019 (bondpaper,ink) 16885 1984
01/28/2019 Globe Cellcards 2404014 3000
2/21/2019 Supplies (folder) 507710 150
Supplies
2/22/2019 (bondpaper, ink) 507876 2535
Snacks for the
2/26/2019 recipients 00-218076 1418

Total Expenses
9,087.00
Amount to be -
reimbursed 143.00

Prepared by:

JULIE ANNE L. CARMONA

Proponent
 87

Appendix
44

LIQUIDATION REPORT Serial No.:

___________________

Entity Name: Department of Education, Regional Responsibility Center

Office 6 Code:

Fund Cluster: General Fund

PARTICULARS AMOUNT
Liquidation of cash advance under Basic Education
Research Fund

for the release of 1st Tranche. Php 2,236

Ref:
Ch# __________ dated ____________

JULIE ANNE L. CARMONA

J.L. Araneta Elementary School, Brgy. Taloc, Bago City/
Division of Bago City
Amount: Php
8,944
TOTAL AMOUNT SPENT Php 2,274.95

AMOUNT OF CASH DTD.

ADVANCE PER DV NO. Php 2,236
AMOUNT REFUNDED PER OR NO. DTD.

AMOUNT TO BE REIMBURSED Php 38.95

A Certified: B Certified: Purpose C Certified:

Correctness of travel/cash Supporting
of the above advance duly documents
data accomplished complete and
proper
JULIE ANNE L. LEO B. DEDOROY, Ed.D. MA. LUNIE B. SAMPANI,
CARMONA CPA, MPA
Teacher III Chief, PPRD Accountant III
Claimant Signature over Printed Name Signature over Printed
Name
Immediate Supervisor Head, Accounting Unit
JEV No.:

Date: ____ Date: Date:

_____________________ ____________________ ______________________
_ _
 88

SUMMARY OF EXPENSES
Basic Education Research Fund

Ck# _________dated
Amount Granted ___________ 2,236

Less: Expenses

Date Particulars O.R No. Amount

Supplies
10/22/2019 (bondpaper) 0353225 440
Snacks for
research
10/22/2019 dessimination 699 1600
Supplies
10/23/2019 (bondpaper) 00-0005701 234.95

Total Expenses
2,274.95
Amount to be
reimbursed -38.95

Prepared by:

JULIE ANNE L. CARMONA

Proponent
 89

CURRICULUM VITAE

I. GENERAL INFORMATION

A. Name : JULIE ANNE L. CARMONA

B. Home Address Tabunan, Bago City, Negros Occidental
C. Office Address : Araneta St., Bago City
D. Employment : DepEd, Bago City
E. Position : Teacher III
F. Employee Number : 4170103
G. Civil Status : Filipino
H. TIN Number : 941-430-939
I. GSIS Number : 006-0037-1193-4
J. Mobile Number : 09983562524
K. Email Address : julieanne.carmona@deped.gov.ph

II. EDUCATIONAL BACKGROUND

A. Elementary : Newton Jison Elementary School, 1994

B. Secondary : Holy Family Vocational High School, 1998
C. Tertiary : Bago City College, 2002
D. Master of Arts
in Teaching :La Carlota City College, 2014

III. RELEVANT WORK EXPERIENCE

A. Elementary Teacher : Research Capability Enhancement DepEd, Bago

City, 2005- present
B. Facilitator & Trainer : School Level Seminars/Workshops/Conferences

IV. ANXILLARY WORKS

A. School English Coordinator, 2007- present
B. LRMDS Coordinator, 2016- present
C. Remedial Reading Coordinator, 2005- 2018
D. Library Hub Coordinator, 2007- 2018
E. School Paper Adviser- English, 2010- present

V. TRAININGS/SEMINARS ATTENDED
A. In- service Training for Teachers, 2019
C. Research Capability Enhancement Workshop, 2019
B. Division Training on Pedagogical Retooling in Mathematics, Languages
and Science, 2018
C. Regional Research Conference, 2018
D. PLDT & SMART Foundation, Inc. Teacher Training on English
Proficiency: A Gabay Guro Project, 2018

VI. AWARDS & RECOGNITION

 90

A. 3rd place- Search for Best SLRC Implementation, 2018

B. Newton Jison 59th Commencement Speaker- 2017
C. Magna Cum Laude- Bachelor of Elementary Education, 2002
D. With honors- Elementary, 1994
VII. SPECIAL SKILLS/HOBBIES

A. Arts and Handicraft works

B. Writing literature and Research
C. Encoding Data on Microsoft Word/ Power point/Excel Application
D. Reading Books/Journals
E. Gardening
F. Cooking
G. Poultry/ Hog Raising
H. Organizing
I. Planning
J. Evaluating

VIII. REFERENCES

1. MERILYN M. GONZAGA
Education Program Supervisor I, English
Division of Bago City

2. VICTORIA G. CANSON
Principal II
J.L.Araneta Elementary School
Division of Bago City
09328504034

3. RANDY E. ANDALES
Public Schools District Supervisor
District IA
Division of Bago City