Republic of the Philippines

Department of Education
Region III – Central Luzon
Tarlac City Schools Division
Tarlac North A District
TARIJI ELEMENTARY SCHOOL
School I.D.: 106727

School Based Reading Program

Project U-READ (Unity in Reading Enhancement and Development)

I. Rationale

If you’re a teacher working with students who are struggling to read, you know it
can be a very frustrating experience for the both of you and the student.   And if you’re
the parent of a struggling reader, you’re frustrated as well. You realize how important it
is to develop a strong foundation in reading early on, but you may not know what to do
to help.
Though there isn’t a definitive explanation as to why some children struggle to
read while others find it easy, part of the reason is the brain in a child who has difficulty
reading is different than the brain of a proficient reader.  These children may have
reading disabilities (though that isn’t always the case) and will need extra support to
catch up.
With the end goal of the Department of Education to make every Filipino learner
functionally literate, there are reading programs and interventions that were inaugurated
in every public school to achieve zero rate of non-readers. Tariji Elementary School in
support of this advocacy, implements a Reading Intervention Program for struggling
Readers to address the reading difficulty of the pupils.
With the results of the recently conducted PhiLIRI assessment, the grade VI
class had recorded 9 pupils under frustration level and 3 pupils who is a non reader.
This classroom based reading program is made to alleviate reading problem of the
grade 6 class while improving their reading level.

II. Goals and Objectives

Goals:

To provide support to pupils who need to improve their reading skills.

To heighten the reading level of the school.

Objectives:

To help pupils become fast, fluent, and accurate automatic readers in terms
of decoding.
To inculcate among students, the importance of reading.
To plan intervention programs to help develop their reading ability.
Develop among pupils the love for reading.
To help children overcome their frustration and fear of reading.
To assess students with reading disability.
III. Time Frame:

This program will be implemented along with the existing School Reading
Program to Improve the reading performance of Tariji Elementary School. However, this
program has an extensive scope to frustration and nonreader cases which focuses not
only in oral reading but also in comprehension and learning the act of reading itself.

IV. People Involved:

Persons involved in this activity are the following

School Head
Teachers
Pupils
Parents
Stakeholders

V.Materials Needed/Resources

Reading materials
ICT Equipments
Financial Support (School Funds and Support from stakeholders)

VI.Strategies/Activities:

Group or individual pre-reading: activate prior knowledge and predict.

Reading using ICT programs and Interactive games
Shared reading with a partner to share responsibility for active reading.
Work in cooperative groups for focused and specific purposes related to
inferential comprehension.
Give numerous opportunities to work with peers to “fill the gaps” in
comprehension.
Use computer programs and other technology resources to support word
analysis and comprehension.
Work with combinations of text and audiotape or text and video tape.
Use a Readers Theatre to create interest and build skills in reading. Use text as
“script” – spice it up with simple “costumes” or “sets.” Repeated “performances”
(readings) bring fluencyActivities/Tasks
Door-to-Door Reading campaign (Student, teachers together with the GPTA
officers and Barangay officials came together and brought some books and read
stories to some household of the barangay. The chosen household are some of
the reported out of school youth in the community.)
Local Story Tellers ( Schoolofficials and teachers are directed to lead in story
reading activity every Monday of November during the Flag Ceremony. Local
officials and other community helpers were also invited to this activity.
Random stop and Read: Be Ready to read (Random stopping was done by the
teachers anytime of the day. Students were given 15 – 20 minutes to read a
 material of their own interest. In this activity, the reading corner of every
classroom was utilized.)
Reading Camp (Reading Camp is an activity done to highlights the pupil’s talents
in Communication Arts through:
Book Talk
Story Maker
Family/ Story Relay
Reader’s Theater
The pupils actively participated in all activities.)
I Caught You Reading (Teachers worked as spies to take pictures of pupils who
were reading during their leisure time. Pupils caught readings were given a
ticket/ribbon.)
Book Shower (Donation of books. Books were given to pupils with the most
number of earned tickets/ ribbons, while some books were kept to the reading
corners of each classroom.)
R and R – repetition and rhyme (Repetition makes books predictable, and young
readers love knowing what comes next.)
Poetry in motion (When children "act out" a good poem, they learn to love its
rhyme, rhythm, and the pictures it paints with a few well-chosen words. They
grow as readers by connecting feelings with the written word.
Now hear this (Children are great mimics. When you tell stories, your child will
begin to tell stories, too.)
Write on (Writing helps a child become a better reader, and reading helps a child
become a better writer)
Look for books (The main thing is to find books you both love. They will shape
your child's first impression of the world of reading.)
Read to me (It's important to read to your child, but equally important to listen to
them read to you. Children thrive on having someone appreciate their developing
skills.)
P.S. I love you (Something important happens when children receive and write
letters. They realize that the printed word has a purpose.)
Good books make reading fun (Stories for young children should be of all kinds –
folktales, funny tales, exciting tales, tales of the wondrous and stories that tell of
everyday things.
Shopping your way with words (Use your weekly shopping trip as an opportunity
to help your child develop reading and writing skills.)
Dictionary words (A dictionary is a valuable learning tool, especially if your child
makes up his or her own booklet of words that are challenging.)
Journals (Keeping a journal is a way for your child to write down daily events and
record his or her thoughts.)
Giving the gift of reading (Reading a book is more fun when you have a
homemade bookmark to mark your spot.)
Map your way to success (Children love to read road maps and this activity
actually helps them with geography.)
What's in the news? (Newspapers are a form of daily communication with the
outside world, and provide lots of learning activities for children.

VII. Procedure

A. Pre – Activity:
 The first step will be the identification of the reading levels of the grade VI class
to identify their target needs. The main tool for this activity is the Philippine Informal
Reading Inventory (Phil-IRI). The Phil-IRI is an initiative of the Bureau of Elementary
Education – Department of Education that directly addresses its thrust to make every
Filipino child a reader. Based from the results of the test, the teacher will be able to
pinpoint the exact needs of each of his pupils and address such.

B. Administering Other Assessment (gain qualitative information)

In order to make a qualitative assessment, each of the teachers will also
administer other reading activities deemed appropriate which include, but not limited to,
oral reading by individual and in groups. Most of the assessments such as phonological
awareness should be given one-on-one. It is important to have a non-distracting,
comfortable testing environment for pupils, and that the rest of the class is engaged in a
task or assignment and working quietly. If possible, another teacher should be present
while performing assessments.

C. Profiling of Learners
Based from the results of the Phil-IRI and other assessment tool, each teacher
will consolidate the class reading profile which in turn will be the basis for the school
reading profile. The school reading profile will then be the basis for planning an
appropriate remediation or intervention.

Tool: Individual Pupil Reading Template

Tools include the following:
1. Group Screening Test
2. Individual Pupil Reading Profile
3. Class Reading Profile

D. Interpreting Data
Interpretation of data should be done in accordance to what is presented in the
manual of administering the Phil-IRI.

E. Putting in Place Remediation/ Intervention Strategies

After the identification of difficulties, appropriate activities will be provided that are
expected to help spur pupils’ development in a particular skill. SIM (Strategic
Intervention Materials) will be given following division format. Different Levels of
Difficulty will be given based on their progress.

F. Assessment Before, During and After Intervention

The Phil-IRI test will be given as assessment in order to monitor improvement
which in turn will be the basis for giving appropriate remediation.

VIII. Program of Activities

DATE OF PERSON
IMPLEM S BUDG BUDGET
ACTIVITIES OUTPUT
ENTATIO RESPON ET SOURCE
N SIBLE

Conduct of the PHIL-IRI Results July 2019 Teachers Php MOOE

 Pupils
PHIL-IRI Pre-
School 500
test
Head

Conduct of the
Remedial Reading
Remedial Teachers
Report per Month
Reading Classes Pupils Php
Showing Pupils July 2019 MOOE
with varied School 5,000
Improvement and
approach Head
reading status

Provision of
Teachers
Accessible Reading corner PTA
July 2019 Pupils Php
Reading Corner from kinder to GPTA
School 20,000
from kinder to grade 6 Donation
Head
grade 6

Reading support Teachers

Celebration and
from parents and Nov Pupils Php
Observation of MOOE
other 2019 School 1,000
Reading Month
stakeholders Head

Teachers
Conduct of
August Pupils Php School
Action Research Action Research
2019 School 10,000 Canteen
in Reading
Head

School Learning
Action Cells and
Teachers
In- Service Capacitated Php
July 2019 School MOOE
training on Reading Teachers 5,000
Head
Reading
Strategies

Production of
Teachers MOOE
contextualized Self-Learning Kits August Php
School Canteen
reading Big book 2019 5, 000
Head Funds
materials

Home Visitation
Teachers,
and
Home Visitation School
HPTA/GPTA Php School
Report and PTA July 2019 Head
meeting 1,000 Canteen
meeting Report Project
concerning
Team
Reading

After school
Teachers,
Reading
School
monitoring Strong parents August Php
Head GPTA
through “Nanay participation 2019 1,200
Project
ako, Teacher
Team
mo” approach

Conduct of the PHIL-IRI Results Feb Teachers Php MOOE

 Pupils
PHIL-IRI Post-
2020 School 500
test
Head

IX. Suggested Training Workshop

1. Profiling of Learners
2. Designing Intervention Program for:
- remediation
- reinforcement/enrichment
3. Using Assessment Before, During and After Intervention

Prepared by:

GEMMA M. MANALOTO
School English Leader

Noted:

ANNABELLE T. PARAS
ESHT III