Project LETTER

(Literacy Empowerment
Through Teaching
Everyone Reads)
(Diverse Opportunities for Learning Outcomes
through Reading Enhancement and
Sustainability)
II. Project Initiative Brief

Program Proponent JENNIFER H. FRANCISCO (School Head Teacher I)

CONNIE S. FRESNILLO, MT-I (School Reading Coor)

Program Owner Salcedo Elementary School

Target Learners 82% or 9 out of 11 Grade 1 learners

39% or 7 out of 18 Grade 2 learners
40% or 4 out of 10 Grade 3 learners
Total : 54% or 20 out of 37

Number of Batches and 3 Groups

Proposed Implementation Date SY 2024-2025

Proposed Venue Salcedo Elementary School

Total Proposed Budget Php15,000.00

Proposed Continuing Professional

Development Credit
Units (If any)
 SHARED VISION
II. Project
We Initiative Background
at Salcedo Elementary and
School believe that Rationale
literacy is the foundation of all learning and necessary to achieve
complete engagement in society. In the next five years (2024-2028), in response to the new normal, we will continuously
ensure learners' well-being in fostering a love of reading and writing by providing them with the skills they need to effectively
communicate and interpret complex information in a variety of forms and become functional literates.

For this purpose, regular assessments will be undertaken to gather useful information about pupils' reading skills
and progress over time. Teachers will use a variety of instructional strategies and materials to create a dynamic and inclusive
learning environment in which pupils can explore multiple genres, themes, and views. In order to make sure that teachers have
the information and abilities needed to effectively teach reading, the school will fund professional development opportunities
for them. It will be ensured through strong partnerships with internal and external stakeholders to establish a healthy learning
environment that supports the success of readers.

In conjunction with this, an extensive and well-organized reading program will be established that will address all
necessary reading components, such as reading comprehension, vocabulary, fluency, phonics, and critical thinking abilities.
II. Project Initiative Background and Rationale
SMART GOALS

1. By the end of SY 2024-2025, 100% Grades 1 to 3 pupils are Grade ready based
on the Comprehensive Rapid Literacy Assessment (CRLA) results.

2. By the end of SY 2024-2025, 8 out of 8 (100%) teachers will use variety of instructional strategies to engage pupils and cater individual learning
styles utilizing contextualized worksheets, activity sheets, video lessons, and varied supplementary reading materials in a variety of forms.

3. By the end of SY 2024-2025, 8 out of 8 (100%) teachers will be well-trained in effective reading instructions in developing pupils’ strong literacy
skills by attending LAC sessions, INSETs, and workshops.

4. By the end of SY 2024-2025, at least 85% of internal and external stakeholders attend quarterly conduct of SMEA and extend support in promoting
culture of literacy within the school and community.
II. Project Initiative Background and Rationale
As one of the department's front-line service providers, Salcedo Elementary School
overcomes challenges and barriers to our students' learning growth with resilience. In order to
enhance learning outcomes and students' academic performance, it identifies learning gaps and
never stops creating, starting, and implementing activities and programs. One of the identified
learning gaps that the school concentrated on filling was literacy among students.
Reading had been a long-lasting and widespread problem among pupils. They
have difficulty in learning phonetics, syllables, and words. One of the challenges
facing teachers is how to motivate pupils to read. COVID-19 pandemic also swells
with the problem in reading among learners. It has clearly had a negative impact on
learners’ reading development. But this doesn’t need to be the case, many children
are again learning to read at a normal rate even during the pandemic and we should
work to identify what is happening at those learners so that effective techniques and
intervention can be distributed broadly.
II. Project Initiative Background and Rationale
GRADE 1 Full Refresher Moderate Light Grade Ready
Refresher Refresher

MTB 0 3(12%) 0 23 (88%)

GRADE 2 Full Moderate Light Grade 80%

Refresher Refresher Refresher Ready 70%

MTB 0 5 (19%) 2 (7%) 20 (74%)

60%
Filipino 0 5 (19%) 2(7%) 20 (74%)

50%
GRADE 3 Full Refresher Moderate Light Grade Ready
Refresher Refresher 40%

MTB 30%
0 1(3%) 0 27 (97%) 30%

Filipino 0 2(7)% 0 26 (93%) 20%

English 0 2 (7%) 0 26 (93%) 10%

0%
II. Project Initiative Background and Rationale
II. Project Initiative Background and Rationale

This negative impact on reading was supported by the results of the pre-
reading assessment in CRLA conducted by Salcedo Elementary School this SY
2024-2025, of which 54% of Grade 1 to 3 learners were categorized as full
refresher.
With this prevailing issue, the school initiates Project LETTER (Literacy
Empowerment Through Teaching Everyone Reads) a reading program that
will cover all essential reading components, including phonics, fluency,
vocabulary, comprehension, and critical thinking skills which employed
differentiated instruction techniques to meet the diverse needs of pupils. This
project also focus on the SDO Literacy innovations Project DALE (Developing
Acumen of Learners), and Project CAP (Capiznon Aton Pabasahon) as well as
on the Every Child a Reader Program (ECARP). This project also enhances
teachers’ expertise, knowledge, and skills in teaching reading.
III. Project Initiative Description

Project LETTER is a comprehensive and well-structured reading

program which will cover all essential reading components, including
phonics, fluency, vocabulary, comprehension, and critical thinking skills
which employed differentiated instruction techniques to meet the diverse
needs of pupils. Teachers will utilize various instructional strategies,
materials, and interventions which cater to the individual learning styles,
abilities, and interests and place a strong emphasis on early intervention and
support for struggling readers.

In the implementation of Project LETTER, early intervention and support,

engaging literacy activities, promotion of professional development, utilization of
collaborative approach, and parent and community involvement will be sought in
producing champion readers.
III. Project Initiative Description

In addition, it also includes regular assessments to identify pupils who need

additional assistance. These pupils will receive targeted interventions which will help
them catch up and succeed. It incorporates engaging and interactive literacy activities
to foster love for reading. The program includes opportunities for pupils to read
independently, participate in guided reading groups, engage in discussions, and
explore a variety of genres and text types. These activities make reading enjoyable and
will help pupils develop a lifelong love for reading.

Moreover, Project LETTER invests in professional development opportunities for

teachers by enhancing their expertise in teaching reading. This ensures that they are
equipped with the knowledge and skills necessary to implement the reading program
effectively. Likewise, teachers work together to share best practices, analyze pupil
data, and discuss strategies to improve instruction. This collaborative approach
fosters a culture of continuous improvement and ensured that all learners receive
high-quality reading instruction. Finally, the program recognized the importance of
involving parents and the community in promoting reading success.
IV. Target Stakeholders’ Description
Project LETTER is a literacy program targeting the right stakeholders and
engaging them effectively for its successful implementation and impact. The
identified key stakeholders are

1. Teachers:
• Teachers are central stakeholders in this literacy program, responsible for
delivering instruction, assessing pupils’ progress, and implementing
strategies to support literacy development.
• They play a key role in planning and delivering effective literacy instruction,
differentiating instruction to meet diverse pupils’ needs, and providing
feedback and support to pupils.
2. School Head:
• School Head provides leadership, support, and resources for the
literacy program.
• He sets the vision and goals for literacy instruction, allocate funding
and resources, and monitor the program's progress and outcomes.
• School Head also support teachers in implementing the program effectively
and create a positive school culture that values literacy.
 IV. Target Stakeholders’ Description
. Parents and Guardians:
Parents and guardians are important stakeholders in a literacy program, as they
play a crucial role in supporting their children's literacy development at home.
They can reinforce literacy skills learned in school, provide a literacy-rich
environment, and engage in reading activities with their children.
Engaging parents and guardians in this literacy program can enhance pupils’
motivation, achievement, and overall success.
. Learners:
Learners are at the center of this literacy program and are the ultimate
beneficiaries of effective literacy instruction.
Engaging learners in their own learning, providing opportunities for choice and
voice, and fostering a love of reading and writing are key goals of this program.
Learners ' input, feedback, and participation in literacy activities are essential
for tailoring instruction to their needs and interests.
IV. Target Stakeholders’ Description

5. Community Partners:
• Community partners, such as alumni, LGU, NGOs, and private individuals,
can
play a supportive role in this literacy program.
• They can provide additional resources, volunteer opportunities, literacy
events, and outreach programs to enhance pupils' literacy skills and promote
a culture of reading and writing in the community.
V. Workplace Application (WAPP) Project or Job-Embedded
Learning
Project LETTER is a literacy initiative program designed to enhance
reading and writing skills among learners. It is crucial to ensure that the
newly acquired competencies are applied effectively back in the learning
settings. Learners, Teachers, and school leaders can apply newly acquired
competencies in the integration of effective literacy instruction.
1. For the Learners:
• Engage in meaningful reading and writing tasks that connect to their
interests, academic subjects, and personal experiences.
• Practice applying newly acquired literacy skills in their schoolwork, such
as reading textbooks, writing essays, and participating in class
discussions.
• Collaborate with peers to work on literacy projects that require critical
thinking, creativity, and communication skills.
• Seek out opportunities to use reading and writing outside of the
classroom, such as writing for a school newspaper, participating in book
clubs, or researching topics of interest.
• Reflect on their progress and growth in reading and writing skills,
identifying areas for improvement and setting goals for further
development.
V. Workplace Application (WAPP) Project or Job-Embedded
Learning

2. For the Teacher-Facilitators:

• Provide opportunities for learners to practice and apply their new reading
and writing skills in authentic contexts within the program.
• Offer guidance and feedback to help learners transfer their skills to
their
academic work and everyday life.
• Model effective reading and writing strategies, and explicitly connect
these strategies to real-world applications.
• Collaborate with teachers and other educators in learners' academic
settings to align the program's goals and activities with classroom
instruction.
• Encourage learners to reflect on how they can use their literacy skills in
different subjects and situations.
V. Workplace Application (WAPP) Project or Job-Embedded
Learning

3. For the School Head:

• Provide support and guidance to teachers in implementing effective
literacy instruction strategies learned through the program.
• Model a strong commitment to literacy by actively engaging in reading
and writing activities, promoting literacy events, and showcasing the
importance of literacy skills within the school community.
• Monitor the implementation of the literacy program, assess its impact on
pupils learning outcomes, and make data-informed decisions to improve
literacy instruction.
• Leverage the literacy competencies to engage parents, guardians, and
the
community in supporting pupils' literacy development.
• Advocate for policies, resources, and initiatives that prioritize
literacy.
education within the school and district.
VI. Design
Day/Time Session Outputs Topic/ Methodology Nominated Resources
Objectives Content Project Team
Highlights Members

PRE-IMPLEMENTATION

Day 1 - Conduct pre-reading assessment

8:00AM – Assess CRLA results Reading Reading Teachers CRLA tool

11:00AM pupils using assessment assessment SH
CRLA to
identify
individual
specific
literacy
needs.
1:00PM – Determine List of pupils Reading Data collection Teachers CRLA
4:00PM individual with level and SH results
pupils’ corresponding interpretation
reading reading
levels. levels.
VI. Design
Day/Time Session Outputs Topic/ Methodology Nominated Resources
Objectives Content Project Team
Highlights Members

Day 2 - Develop a comprehensive reading plan.

8:00AM – Create a detailed PIP Literacy PIP crafting Teachers SH PIP

4:00PM implementation program
plan for the
literacy
program.

Day 3 – Conduct orientation on the implementation of the PIP.

3:00PM – Identify key Action plan Literacy Orientation Teachers SH PIP

5:00PM stakeholders program Session Guide
, roles, and
responsibilities
to ensure
smooth
execution of the
program.
VI. Design
Day/Time Session Outputs Topic/ Methodology Nominated Resources
Objectives Content Project Team
Highlights Members

IMPLEMENTATION

Day 4 - Select appropriate instructional materials

8:00AM – Choose quality Reading Lists and Instruction al FGD Teachers SH Varied
11:00AM and Textbook materials instructional
appropriate Selection materials
instructional
and reading
materials.

1:00PM – Ensure that the Reading Lists and Instruction al LAC session Teachers SH Varied
4:00PM materials cater Textbook materials instructional
to diverse Selection materials
learning styles
and abilities.
VI. Design
Day/Time Session Outputs Topic/ Methodology Nominated Resources
Objectives Content Project Team
Highlights Members

Day 5 - Provide professional development to teachers.

8:00AM – Enhance Competent Knowledge LAC sessions Teachers SH LAC Plan

4:00PM teachers’ teachers and skills’ INSETs Session guides
knowledge and enhancement
skills in literacy
instructions.

Provide Competent Appropriate Mentoring and Teachers Mentoring and

guidance, teachers provision of coaching activities SH coaching form
support, and TA
personalized
professional
development
among
teachers.
VI. Design
Day/Time Session Outputs Topic/ Methodology Nominated Resources
Objectives Content Project Team
Highlights Members

Implement reading program. (August 2024 to October 2024)

3:00PM – Improve Progress Improvement Remedial reading Pupils CRLA tool

5:00PM pupils’ reading Report of reading instruction Teachers SH
and literacy skills
skills to be
Grade- ready.

8:00AM – Integrate varied Utilized of varied Instruction al Class Observation Teachers SH COT
4:00PM instructional reading Reading
strategies to instructional strategies
support literacy strategies
development
VI. Design
Day/Time Session Outputs Topic/ Methodology Nominated Resources
Objectives Content Project Team
Highlights Members

Monitor progress and adjust

8:00AM – Assess Pupils’ progress Pupils’ Formative/ Teachers SH Assessment

4:00PM pupils’ progress report reading skills Summative tools
to track growth assessment
and identify
areas of
improvement

8:00AM – Use data to Assessment Pupils’ Data gathering and Teachers SH Assessment
4:00PM inform results reading skills interpretation tools
instructional
decisions and
adjust strategies
as needed.
VI. Design
Day/Time Session Outputs Topic/ Methodology Nominated Resources
Objectives Content Project Team
Highlights Members

Engage families and community

Involve families Supportive Partnership Partnerships Stakeholders,

and the stakeholders Teachers SH
community in
the literacy
program.

Foster Supportive Partnership SMEA Stakeholders SMEA

partnerships stakeholders Teachers SH presentation
with community Attendance sheet
organization s to
support pupils'
literacy
development.
VI. Design
Day/Time Session Outputs Topic/ Methodology Nominated Resources
Objectives Content Project Team
Highlights Members

POST-IMPLEMENTATION

Conduct post-reading assessment

8:00AM – Assess pupils CRLA results Reading Reading Teachers SH CRLA tool
11:00AM using CRLA to assessment assessment
identify
individual
specific literacy
needs.

1:00PM – Determine List of pupils Reading Data collection and Teachers CRLA
4:00PM individual with level interpretation SH results
pupils’ reading corresponding
levels. reading levels.
VI. Design
Day/Time Session Outputs Topic/ Methodology Nominated Resources
Objectives Content Project Team
Highlights Members

Crafting and submission of accomplishments report.

Craft accomplish Accomplish Accomplishme Gathering of MOVs Teachers SH Accomplish

ments report. ments report nts report ments report

Submit Approved Approved Submission of SH Approved

accomplish accomplishm accomplish report accomplish
ments report. ents report ments report ments report
VII. Sustainability

Project LETTER will be continuously implemented to address learners

with difficulties in literacy. The school will initiate additional new programs if
needed to address instructional needs of learners to become literates. The
importance of literacy skills is well established. These skills have a significant
impact both on individuals and society as a whole. They are foundational
skills, providing the base on which to learn other, more complex skills.
Literacy skills underpin workforce participation, productivity and the broader
economy, and can also impact on social and health outcomes. Individuals
without these skills are at risk of not being able to participate in the
workforce or engage fully in social and civic life.