Project Title: PROJECT ORAS (Online Reading via Asynchronous and Synchronous)

Venue: Ugad High School

Sto. Domingo, Echague, Isabela
Project Initiators:
NAME DESIGNATION CONTACT #s EMAIL ADDRESS
LOVELY JAN M. CADUAN Teacher 3 09365128623 lovleyjan.cadauan@deped.gov.ph
ABELARDO S. DOMINCEL Master
Teacher I
MICHELLE B. VIERNES Teacher 3
VANESSA MANGULABNAN Teacher I
ANNA LEAH L. TOLENTINO Teacher 3
FEBE G. DUMALAO Teacher 3
JONATHAN MARAYAG Teacher 3
PART I.

Rationale:

Many studies and real classroom observations have revealed that a student's reading
aptitude is one of the variables influencing their academic success. When compared to those
who cannot read, those who can have an edge. It is simple for readers to grasp and accurately
follow guidelines. These are the pillars on which the school will build a program to meet the
needs of all non-readers and slow readers in the school. This will also assist the school in
developing a love for reading and a study habit, which is considered one of the school's
innovations in order to achieve a better learning outcome, producing a highly productive and
values-oriented citizen of the community, as anchored by DepEd Policies and Programs.

Project Goal:

The goal of the PROJECT ORAS (Online Reading via Asynchronous and Synchronous)
is to provide additional support to UHS students to enhance their reading comprehension skills and
create partnership with the parents. This initiative will allow the development of Parent-Teacher
connections, which are necessary for the establishment of a school-family partnership, which
is the foundation for all other types of family engagement in education.

Description:

The PROJECT ORAS (Online Reading via Asynchronous and Synchronous) is an online
reading program initiated by the Ugad High School Filipino Department. Schedules for online
reading sessions are set for non-readers, struggling readers, dependent readers and learners
with low comprehension skills from Grade 7 to Grade 12 levels.
UHS teachers will use validated reading materials or create reading materials and
contextualized video lesson for learners. Assessment will also be conducted online through
google meet, video calls, messenger and other digital platforms.

Objectives:
1. Enhance the reading ability of the students and decrease the number of non-readers
 as well as learners under frustration level;
2. Develop among students the importance of reading and its benefits to increase
independent readers;
3. Provide reading materials suited to learner’s level;
4. Increase comprehension level among student respondents;
5. Improve student’s performance and learning outcome.

Part II.

The Program Framework

ACTIVITY Activities/ Description Persons Resources TIMELINE

Strategies Involved Needed
Phase I: Pre-
Implementation
SELECTION To assessment Selection and Principal, Assessment August, 2021
which includes Classification Head (Test
Conceptualization Oral Test and of Teacher, Questionnaire)
of the Reading Reading students who Language
Materials and Comprehension will Teachers
Selection of the Test undergo and
Online Reading Reading Class Students
Class)

ORIENTATION

Orientation and To give Information Principal, Letter to Parents September,

Introduction of the orientation on dissemination Head 2021
reading program, the nature, and Teacher,
Project ORAS scope, and Orientation of Language
rationale of the teachers, Teachers,
remedial students and Parents,
 reading to parents for and
teachers, familiarity and Students
students and to stimulate
parents for students love
familiarity and for reading.
to stimulate
students love
for reading.

Phase II:
Implementation
Proper
1. To assess 1. Assessment Teachers •Pre-Assessment Online Reading
CONDUCT (Actual the reading of students’ and Questionnaires Sessions
Implementation of level of the reading level by Students • Comprehension
the Remedial students giving Pre-Test Assessment Every Friday of
Reading Program) through giving Questionnaires the Week
Pre-Test • Gamified
Reading
2. To increase 2. Adoption of Teachers Comprehension Consolidation
the reading Reading and Activities of Assessment
proficiency of Intervention Students Questionnaires
• Contextualized
students by and
Video Lesson
presenting contextualized Every 3rd Week
Materials
engaging materials for of the Month
•Log
activities reading and
book/Attendance
comprehension Conduct of
Sheets
Assessment
• Mobile Devices
such as Laptop,
3. To 3. Embracing Student Every 4th Week
Computers,
encourage a reading even at and of the month
Mobile Phones,
sense of home with the Relatives
Tablets etc. for
personal guidance of the
 responsibility teachers the Reading
for one’s own online. Sessions
progress. • Data or Internet
Connection
•Teaching &
Learning
Applications such
as Google Meet,
Messenger, Zoom,
Quizziz, Google
Class Room etc.
Phase III:
Post-
Implementation
FINAL EVALUATION To evaluate the Evaluation of Reading Online Reading April – May,
(Diagnosis) improvement students’ Teacher Assessment 2022
of the students’ reading level and Examination for
reading proficiency Students Oral and Written
proficiency

PART III.

A. Project Budget
The approximate total cost of the project is thirty thousand pesos (P 30,000.00).

B. Sources: Personal and/or Donations

Other sources will come from the proponents and stakeholders for enhancement of
the reading facility materials.

Activities Materials Cost

Estimates
1. Preparation of the project 50 sheets bond paper 50.00
 program
2. Seek approval of the Travel allowance 150.00
proposal from proper authority
3. Implementation of the Reading Facility/ Support to Reading 20, 000.00
workplan Activities
10,000.00
Reference Materials, Reading Materials
such as books, magazines encyclopedias,
learning kits and etc.

Educational and Teaching & Learning 2,000.00

Applications

Other Printed Materials for Reading 1,000.00

4. Final report of findings 1 ream bond paper 150.00

5. Submit results
Source of Fund: Personal and/or Total 34,350.00
donations

PART IV.

Project Monitoring and Evaluation

Monitoring

Once a month, the activities will be reviewed and monitored. Every first Friday of the
month, it will take place. The monitoring team shall consist of the principal and/or school
reading coordinator, language teachers, parents, and a stakeholder representative. This is to
guarantee that reading sessions or activities are completed effectively and on time, as well as
that document recording is done in a consistent manner.

Evaluation
 The school reading coordinator will provide an assessment report detailing the number
of non-readers, frustrated readers (if any), and other outcomes of the reading program. This
will be reported at the HRPTA's final quarterly general assembly.

Sustainability Plan

1. The administration and personnel of the school will collaborate to make the reading center
pleasant, appealing, and favorable to learning.

2. Culminating activity will be held during the National Reading Month on November.

3. The teachers will employ a variety of reading techniques and teaching resources.

4. The school maintains low percentage of non- readers among learners.

5. Educate the student on how to use and care for the reading materials and facilities.

Prepared by:

LOVELY JAN M. CADAUAN MICHELLE B. VIERNES JONATHAN G. MARAYAG

Teacher 3 Teacher 3 Teacher 3

VANESSA MANGULABNAN ANNA LEAH L. TOLENTINO FEBE G. DUMLAO

Teacher I Teacher 3 Teacher 3

ABELARDO S. DOMINCEL
Master Teacher I

APPROVED:

LARINA M. COLOBONG, PhD

EPS/OIC Prinicpal