Sheila Tipon

Educ 214

Task 2 : Innovations and Best Practices in Curriculum

School: Cansilayan Elementary School
Innovations during pandemic: Reading Intervention to Sustain Education (CES-RISE)
Remedial Reading is an intervention that has long been practiced. Though it is not new
to many, it had been proven to be effective in improving the reading skills of learners. The result
of the school’s Group Screening Test or GST will help determine the learners who will be given
the grade level passages. Those who scored 0-7 will be given the passage which is three years
lower than the learner’s current grade level. Learners who scored 8-13 will be given the passage
which is two years lower than their current grade level. The learners who scored 14 and above
do not need to be tested anymore. The conduct of Phil-IRI will help the teachers determine the
Frustration Level and Independent Level of the learners to be given Remedial Reading
Intervention. The learners “who have not kept up” with the others in their age group will be given
lessons and activities that are oriented towards their specific strengths, weaknesses and needs.
 To create positive change, the reading teacher tries to present the reading task and
material in a different way, slant or orientation. This kind of instruction is focused and targets
specific domains of literacy that have been observed to be areas of weakness in the child while
acknowledging his/her areas of strength. These lessons are delivered differently from regular
classroom instruction and vary in terms of frequency or intensity depending on the child’s needs.
Given that literacy “is a fundamental human right,” every person should enjoy fair and equal
access to literacy education and have opportunities for personal growth and development. It is
therefore important to provide instruction that is tailored to the students’ needs and abilities in
order to develop their ability to construct meaning when reading and heighten engagement in
the task itself.
 One-to-one tutoring can aid many students whose poor reading places them at risk for
academic difficulties. It is well-designed and effectively implemented. More importantly, the
quality of instruction mattered more than the duration of the instruction is. Hence, the school
requested for a place in the community where they would conduct the Remedial Reading Session.
Since Cansilayan Elementary School is composed of four catchment barangays, the teachers were
grouped into two teams made up of teachers from kinder to grade six each. Each team armed
with reading materials will visit two barangays for a particular day’s session of Remedial Reading
Intervention and switch places the next day.