Project

Juan Sumulong Elementary School

READ
READ ENTHUSIASTICALLY,
ACCURATELY AND DEVELOPMENTALLY
SY 2019-2020
Step 1

GET ORGANIZED
 CIP Structure

MARILYN CASAMPLONG YOLANDA VALDEZ CRISTINA PADULLO

Facilitator Process Observer Process Observer
DR. FERDINAND B. MILLAN FREDERICK B. VALLINAS
Principal IV Officer-in-Charge
Project Owner Project Owner

PERLITA E. GERON AILENE M. CALAGUI EVA C. RIVERA

Scribe Scribe Scribe

JEAN D. SAN JUAN

Team Leader

The School CIP BERNARDO C. ARUMIN JR. JOSEPHINE PRIMO

JOMAR A. ROSIT

Team Documentation Documentation Communication

BACKGROUND
In todays fast pace of life, children will
be left behind in their lessons and studies
if they do not how to read.
Reading is a tool to understand things
BACKGROUND

Reading is an important skill to be

acquired to gain new knowledge. It is a
means of language acquisition,
communication, sharing information and
ideas. Thus, a skill to be developed among
pupils in order to understand the skills,
ideas and facts learn in all subject areas.
 But the problem is, there are pupils
whose reading skills and ability were not
developed early that’s why their reading
comprehension is very poor.
As a result, the performance is affected
especially in the subject where the medium
of instruction is English.
 The results of Phil-IRI in post reading activity
for the last 3 consecutive years show that the
number of frustration readers is very alarming.
This drives our team to conduct this kind of
project. Our aim is to improve the reading level,
lessen the frustration readers and find solutions
to the main cause of problem. This project
entitled Project: BOOKS.
The Pre Reading Inventory of Grade VI in Oral
Reading for the last 3 years
SCHOOL YEAR NUMBER OF FRUSTRATION
READER

2014-2015 283
2015-2016 322
2016-2017 378
Results of the PRE READING COMPREHENSION
TEST in English for Grade VI
(SY:2017-2018)
LEVEL QUANTITY PERCENTAGE

INDEPENDENT 138 17.67%

INSTRUCTIONAL 253 32.39%
FRUSTRATION 390 49.93%
TOTAL 781 100%
The Scale Used to Identify the Level of Pupils
in the English Reading Test.

Raw Scores Frequency Percentage

35-50 73%-100% Independent
18-36 35%-72% Instructional
0-17 0%-34% Frustration
Objectives
The project is conducted to address the
problem of 390 pupils who were identified as
frustration readers SY: 2017-2018. To improve the
reading level through the conduct of a regular
teaching reading lesson and not by doing any
remedial or extending time for an intervention
activities. Meaning, upgrade the delivery of
teaching process skills in reading lessons
completely and in effect, will be shown in the
progress of pupils’ comprehension level.
 It is expected that there will be a
decrease in number at least 50 % of these pupils
and will show progress in the different reading
skills covered such as: Noting details, vocabulary
development, caused and effect relationship,
predicting outcomes and making inferences,
determining the author’s purpose/mode and
tone .
 SKILLS: Why these SKILLs?
1.Noting Details These skills are aligned
2. Vocabulary from Grade 5 and Grade 6
Development competencies of K to 12
curriculum and based from
3.Caused and Effect the reading inventory test,
Relationship these are the nearly
4. Predicting Outcomes unmastered skills of the
and Making Inferences pupils under this project.
5. Determining the
Author’s Purpose/Mode
and Tone
STEP 2:

Talk with the Customers

VOICE OF THE CUSTOMER

After identifying the customers, the

team conducted the on-the-spot interview
with the pupils. The purpose is to gather the
real overview about the delivery of teaching
process skills in reading lessons.
 After the interviews, the team tabulated and
labeled all the responses of pupils. Then, these
were categorized to form the affinity.
Then, to validate the findings the team
conducted a classroom observation of teachers
who are teaching Reading.
 The results of validation served
as basis to determine the kind of
assistance, strategies and resources
needed to improved the delivery of
teaching process of teachers in
reading.

..
Materials
Gumagamit po ng laptop at
chart, saka nagpapasulat.
May aklat po na ginagamit si
mam, isa lang po yun ..sa
kanya lang.
Voice of the Customers
Affinity
Teaching Learning Activities,
Behavior/Disciplin Assessment
Process and practice and
e
Delivery exercises
Nagpapabasa sa chart isa- Bago magsimula si mam,
isa/kahit sino… nagsasaway agad sya para Nagbibigay ng chips
tumahimik.
pagtama ang sagot
Nagpapaispelling po si
teacher. Minsan pinagagalitan
Nirereview po kami. Nagpapasulat, kasi po laging ti Nagbibigay po ng
Pinatatayo po ang maingay, natawag sa opis. dagdag na grades
Inuuna po ni teacher yun mga magugulo at yun di kapag mabilis bumasa
marunong bumasa nakikinig Tinatawag lahat ang mga
estudyante para po magbasa
Minsan po nagjojoke si
Nagbibigay ng rewards
Tumatawag ng babasa sa
mga tumataas ng kamay teacher hanggang makuha Nagbibigay po ng activity
Lahatan po kung magbasa. po ang aming attention.
Bago po magturo si mam,
Chalk lang po ang pinatatahimik muan lahat.
ginagamit sa pagtuturo.
.
 Materials and Teaching Process and Behavior and Learning Activities,
practice and exercises
Assessment
Learning Resources Delivery Discipline

Lagi po nyang Sasagutan ang mga tanong

Tinatama po ang tunog at
sinasabi na tapos ichecheck
Wala po kaming aklat, pagbigkas namin. Minsan po
si mam lang po magfocus kami sa
Pag nagbabasa di dapat nagpapatest si mam
meron. Nagtatanong pagkatapos lesson
pama limali. Tapos yun sa ¼
magbasa 1-5
Nagagalit sa mga ibang di nakababasa
Sana po may aklat din
tamad magbasa binibigyan ng babasahin
kami sa English para Tinatagalog po kapag Pag matatapos na
may mabasa sa bahay hindi maintindihan.. may pasasagutan po
Pinatatawag po ang Bihira lang po ang
groupings si mam na tanong
Nagsasabit po si mam Ginagamit sa sentence po magulang
tapos ichecheck po
ng chart saka yun mahirap na salita sa agad
Pinasusulat po!
nagdidiscuss kwento
Nagpapaactivity..
TV at blackboard po.. Minsan lang magpa
Gumagamit po ng USB. spelling
May chart po..
Gumagamit ng USB
nagpapasulat
 Materials and Teaching Process and Behavior and Learning Activities, practice
Learning Resources Delivery and exercises Assessment
Discipline

Wala po kaming aklat,

Iniisa isa po ang mga
si mam lang po
words.. tapos tandaan
meron. Minsan po walang
ang mga importanteng Kapag po nagalit si
words. mam sa mga Pinasasagutan po ang test..
Sana po may aklat din tanong na 1-10
maingay pinalalabas
kami sa English
Nagtatanong po kung ano po nya..
ang nangyari sa story Sinasaksak sa TV ang laptop ang highest po ay 4
Nagsasabit po si mam walapo 5,,
ng chart saka
Yun magaling pong Kailangan po hindi saka my gameboard.
magbasa sya po lagi. masyado malakas, Marami po ang
nagdidiscuss
kailanagan po BINIBIGYAN PO KAMI NG mababa skor.
Opo! Marunong ako. maayos SUSULATIN KC PO MAY GAGAWIN
TV at blackboard
C MAM. Yun pong maiingay
Konti lang po ang Kasi po yun mga di mababa ang
May flaskcard po si
tumataas ng kamay para marunong nakukuha.
mam
sumagot… bumasa ..sila po
Opo! Tumataas po.. maingay, makulit
 ds.
 Sana po bigyan kami ng Bago pa lang magsimula si
aklat sa ingles na mam nananaway na agad sya Minsan po nag iispeling si mam,
mababasa ng maiingay tapos pinababasa sa amin mga
words.
Pinagsasabihan ang maiingay Sana po bigyan kami ng aklat sa
at mga hindi nakikinig ingles na mababasa
 Kapag nagtuturo po si
mam ng pagbasa sa Ingles Tinatagalog po pag Sana nakikinig lahat para po Kapag nagtuturo po si mam ng
kung mali po ang bigkas marinig namin ang tamang
itinatama po agad nya at hindi maintindihan basa sa mga salitang ingles
pagbasa sa Ingles kung mali po
pinapaulit basahin….. ang bigkas itinatama po agad
nya at pinapaulit basahin…..
mga di po natatawag, e
nagdadaldalan, yun… Minsan po nasa TV yun binabasa
 Minsan po nasa TV yun Sinasaway po ni mam. naming na story, minsan po mga
binabasa naming na paragraph…
story, minsan po mga Pinagsasbihan po!
paragraph… Minsan nagjojoke po c mam Wala po kaming hawak na books
si mam lang po meron..
Gumagamit po cya ng tsart..
Minsan po may tagabasa sa
 Wala po kaming hawak na
unahan..
books si mam lang po
meron..
 Gumagamit po cya ng
tsart..
 Minsan po may tagabasa
sa unahan..
Step 3

Walk the Process

 Current State: SIPOC
Supplier Input Process Output Customer
Principal Observations, PRE-READING
Technical Assistance 1. Review of previous
Materials Assistance lesson
Reading Materials in 2. Unlock difficulties
Master Teachers teaching reading in English 3. Motivate pupils
(books, Phil IRI- samples of 4. Establish purpose of Mastery of the skills Grade 6 pupils
materials) lesson in reading lessons
WHILE READING under frustration
Grade Chairman Technical Assistance, 5. Read the selection level
English innovative Strategies 6. Check up comprehension
Downloaded 7. Deepen understanding of
Coordinators DLL in Teaching Reading, the selection
Parents
Lesson Plans, TG, CG POST READING
8. Develop mastery
Actual 9. Apply concept and skills
Teaching Reading English in real life situation
Class Advisers 10. Make Generalization
11. Evaluation
12. Additional Activities for
PROCESS STEPS remediation

WHILE
PRE READING POST READING
READING
 Current State: Process details
TEACHING READING TEACHING PROCESS STEPS

Pre Reading While Reading Post Reading

76/84 did not
develop the skill
0/84 did 34/84 out of being taught
49/84 did
not focus
Review of Previous not read Develop Mastery
participat 74/84 unable
lesson
e Read the Selection to apply the
skill in real
Apply concept in real life life situation
64/84 were not Unlock Difficulties situation
able to unlock 61/84 were not
difficulties 72/84 out of able to answer
focus during questions
78/84 were not
discussion able to
Motivate pupils Make generalizations generalized
53/84 were Check up Comprehension
not engaged
to participate
Deepen understanding of Evaluation
Establish
Establish purpose
purpose of
of the selection 80/84 did not 70/84 were
lesson
lesson respond below
mastery
level
Step 4

Identify Priority
Improvement Areas
Focused Problem Statement

There are 84 Grade VI pupils in San Isidro

ElementaryThereSchool, SY:2017-2018
are 84 Grade VI pupils in San Isidro Elementary classified
critically under
level. Out ofFrustration reading
their reading level. Out
school, SY:2017-2018 classified under Frustration reading
84, 75% or 63 will improve
level from Frustration to Instructional.
of 84, 75% or 63 will improve their reading
level from Frustration to Instructional.  
Step 5:

Do Root Cause Analysis

 Review of
previous 60/84 did not Activities not Only Q and A Materials not
lesson participate engaging method prepared

Limited
Unlock
Difficulties 64/84 were not able to activities
unlock difficulties 6/12 skipped the
unlocking activity
Neglected unprepared
53/84 were not engaged Lack of
Motivate Pupils Dull motivation
There are to participate materials
84 Grade VI 5/12 did not provide
pupils in San Establish
MQ
Isidro purpose of lesson
Elementary Teacher used lengthy selection
school, Read the 34/84 out of focus
SY:2017-2018 selection Dissociative
49/84 did not read Fear of reading Poor reading ability
classified disorders
Check
under 72/84 out of focus
Frustration comprehensio
n during discussion Unable to read
reading level.
Out of 84, 75% 61/84 were not able to Teachers were not
answer questions limited Poor preparation of
or 63 will Deepen
vocabulary able to give drill
improve their understanding of exercises
materials
reading level the selection 80/84 did not respond Poor
Unable to read
from understanding
Frustration to Develop Teachers used
76/84 did not develop Limited teaching
Instructional.   Mastery inappropriate
the skill being taught
activities strategies
Apply concept in 74/84 unable to apply Teachers used
Poor understanding
real life situation the skill in real life Limited reading strategies
of the selection inappropriate activities
situation
Make Teachers were unable
78/84 were not able to Poor skills in asking
to develop HOTS
generalizations generalize HOTs questions
Questions
70/84 were below Poor understanding of
WHY-WHY DIAGRAM
Evaluation
mastery level the selection Root –Cause Analysis
 Root-caused Validation
Factors Probable Cause Metho Frequen Controllabili Conclusion
d cy ty
Reading Strategies Untrained Teachers in VOC 57 Controllable Needs immediate
teaching reading 67.86% attention
Poor preparation of Untrained Teachers in VOC 46 Controllable Needs immediate
materials teaching reading 54.76% attention

Poor reading ability Limited reading practice/ VOC 53 Controllable Needs immediate
drills/exercises 63.10% attention
Unable to read Limited reading practice/ VOC 54 Controllable Call parents
drills/exercises 64.29% attention

Poor skills in asking Untrained Teachers in the VOC 37 Controllable Needs immediate
HOTs questions art of questioning 44.05% attention

Teacher used lengthy Lacks preparation VOC 23 Controllable Needs immediate

selection 27.38 attention
Unprepared Lacks preparation VOC 49 Controllable Needs immediate
58.33 attention
PRIORITY VALID CAUSES
Step 6

DEVELOP SOLUTIONS
OBJECTIVE STATEMENT

To improve the teaching delivery

process skills in Reading of Grade VI
Teachers of San Isidro Elementary School
and in effect will be the progress in the
reading level of at least 75% of 84
frustration readers by March 2018.

Factors
Reading Strategies
Limited reading strategies
Poor preparation of materials
Poor reading ability
Unable to read
Poor skills in asking HOTs
questions
Teacher used lengthy selection
Unprepared
Develop Solutions
Probable Cause
Untrained teachers in teaching reading
Untrained teachers in teaching reading
Untrained teachers in teaching reading
Limited reading practice/ drills
Limited reading practice/ drills
Untrained teachers in the art of
questioning
Lack preparation
Lack preparation
Recommended Solutions
Conduct LACs, Trainings, Mentoring
and Coaching
Conduct LACs, Trainings, Mentoring and
Coaching
Conduct LACs, Trainings, Mentoring and
Coaching
Provide series of reading drills
Provide series of reading drills
Conduct LACs, Trainings, Mentoring and
Coaching
Conduct LACs, Trainings, Mentoring and
Coaching
Conduct LACs, Trainings, Mentoring and
Coaching
 DECISION MATRIX
SOLUTION COST PROBABILITY RESULT IMPACT TOTAL

Limited reading strategies MEDIUM MEDIUM HIGH 70

2x5=10 2x15=30 3x10=30
Poor preparation of
materials MEDIUM MEDIUM HIGH
1x10=10 2x10=20 3x10=30 60

Poor skills in asking HOTs

questions MEDIUM MEDIUM HIGH 60
2x5=10 2x10=20 3x10=30

Legend: High – 3pts. Medium – 2pts. Low – 1pt.

Cost: High – 1pt. Medium – 2pts. Low – 3pts.

 SUPPLIER INPUT
Principal -Technical assistance, CG,TG,
LMs’ and
Textbooks/ references
Internet Access and
School Supplies for SIMs
Master Teachers - Technical assistance/
Innovations/proper teaching
(CI Team) reading standards
CG, TG, DLL, references,
Grade Chairman updates and develop/proper
communications/channels
English Coordinators
Reading teachers Employ the teaching reading
standards
Stakeholders Support in the provision of
SIMs/Equipment
Future State : SIPOC
PROCESS OUTPUT CUSTOMERS
PRE-READING
1. Review of previous lesson
2. Unlock difficulties Improved The
3. Motivate pupils 84 Grade 6 pupils
delivery of Teaching
4. Establish purpose of
Process Skills in with frustration
lesson reading level
Reading
WHILE READING
3. Read the selection
4. Check up comprehension Improved Reading
5. Deepen understanding of Level from
the selection Frustration to
Instructional
POST READING
6. Develop mastery
7. Apply concept and skills in
real life situation
8. Make Generalization
9. Evaluation
10. Additional Activities for
remediation
 Future state: SIPOC
PROCESS
STEPS
PRE READING WHILE READING POST READING
1. Develop Mastery
1. Review/Previous Lesson 1. Read the selection 2. Apply concept and skill in real
2. Unlock Difficulties 2. Check up comprehension life situation
3. Motivate Pupils 3. Deepen understanding of 3. Making Generalization
4. Establishing Purpose of the selection 4. Evaluation- results
Lesson 5. Additional Activities for
remediation
1. Conduct Unlocking of Difficulties 1. Use of different type of
1-2. Using Multi-skills (Reading
(select unfamiliar words) through springboard appropriate to
context clues, pictures, actions,
Exercises)
the level and interest of the
puzzle and real object 3. Applying the concept based on
learners.
2. Set the motivation Through what they’ve learned though the
2. The pupils are going to read
experiences, pictures ,actions and real guidance of teacher.
object to catch interest.
the story depending on the
5. Evaluation
3. Present the Motive Question wherein style of teacher.
Can be in the form of 1-5 item
the answer can be found in the first 3. Discussion (Motive Questions,
multiple choice Test
paragraph of the story or selections. WH- Questions and employing
4. Set the standards before reading or
6. Assignment
HOTS.
doing the activities. Enrichment Activities
Pre Reading While Reading Post Reading

Develop mastery
Review of Previous
Read the Selection
lesson
Apply knowledge and skills in
Unlock Difficulties Check up real life situation
comprehension

Motivate Pupils Make Generalization

Deepen understanding
Establish Purpose of the of the selection
Evaluation
lesson

Future State: Process details Add activities for

Teaching Reading Process Skills remediation
Pre Reading While Reading Post Reading

Review previous lesson Read selection Develop Mastery

Unlock Difficulties
Check up comprehension Apply concept in real life
Motivate Pupils
Deepen understanding of the situation
Establishing a purpose of selection
lesson Make generalizations
1. Unlocking of Difficulties
1. Read selection (Use of any 1-2.Activites - Using
(Through context clues, type of springboard Multi-intelligences
pictures, actions, puzzle and appropriate to the level and (Activities and Exercises) Evaluation
real object) interest of the learner)s. 3. Generalization
2. Motivation (Through -The pupils are going to (Summarizing the ideas)
experiences, pictures, read
Add activities for
actions and real object).
the story depending on the 5. Make evaluation remediation
3. Motive Question (wherein the
answer can be found in the first
style/strategy of teacher. Can be in a form of 1-
paragraph of the story or 2. Check up comprehension: 5 item multiple choice
selections). a. Answering MQ Test or Questions
4. Setting of Standards (Rules to b. 4 Dimension Questions 6. Assignment
follow before, during and after to HOTs questions Enrichment Activities
reading activity).
STEP 7

FINALIZE IMPROVEMENT PLAN

 IMPLEMENTATION PLAN

PROJECT READ SEPT OCT NOV DEC JAN FEB MAR

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1. Conduct Pilot Testing      

                                                 

2. Classroom Observation      
                                                 

3. Voice of the Customers     

                                                 

4. Roll Out      
                                                 
STEP 8

PILOT SOLUTIONS
 IMPLEMENTATION STATUS (Preliminary Stage)
Activity Output Responsibility Actual Date Remarks

Meeting of CI Team and

the Grade VI Reading Attendance, plan of Principal October 9,2017
Teachers agenda and minutes Team Leader and Accomplished
The CI Members

Interview with the Pictures, responses of CI Team members November 6-8,2017 Accomplished
Customers (Pupils) pupils, affinity

Pre-observation of Grade
VI Reading Teachers Observation Report, CI Team, MT’s, Reading November 20-22, 2017 Accomplished
pictures Teachers

Meeting with CI Team Minutes, agenda and CI Team, MT’s, Reading November 23, 2017 Accomplished
pictures Teachers

Post conference meeting Observation Report/

with Grade VI Reading Feedback report/ TA CI Team and Teachers November 24,2017 Accomplished
Teachers/TA
 POTENTIAL PROBLEM ANALYSIS
Potential Problem Probable Causes Likelihood Impact RF Prevention Action
(1-5) (1-5) (LXI)

Slow reading Attitude of pupils Initiate more drills

progress among 5 5 25 and practice
Without follow up at
pupils reading exercises.
home
Strict monitoring of
teachers.
Limited Learning Unavailability of Development,
Resources appropriate books and reproduction, and
other resources 4 5 20 replication of
materials,
download and
filings.

Pupils’ Poor cooperation of 5 5 25 Conduct conference

absenteeism parents with parents and
pupils
 IMPROVEMENT HIGHLIGHTS

1. Maintain the practice of standards in the delivery

of teaching process skills in reading lesson.
2. Development of appropriate Instructional Materials
and activities/practice exercises in reading lesson.
3. Strict integration on the value and importance of
reading.
4. Address the issue of absenteeism and drop-out to
the advisers and DORP
STEP 9

Roll Out Your Solutions

 PLAN FOR MITIGATING MEASURES
(Risk Management)
RISK ITEM RISK SCORE PLAN
Issue: Poor reading ability of pupils. Action: Initiate more reading strategies, exercises
and activities in reading lessons.
Concern: The teaching process skills in reading is
Probability Impact
not initiated properly based on standards. Total Measures;: Demo on proper teaching process skills in
5 5 reading
Consequence: Lost opportunity of pupils to 25
improve their reading level. Action Date; December 5-6, 2017
Residual Risk
Issue: Uncooperative pupils Action: Develop innovative IMs’ and activities to
Probability Impact encourage or motivate pupils ‘ maximum
Concern: Mastery of reading lesson is not Total participation and cooperation in reading lesson.
attained 5 5
Measures: Monitoring thru observation of classes and
25 teachers
Consequence: Failure to develop their reading
comprehensions. Action Date: December 8, 2017 to March 15, 2018
Residual Risk and adjust time allotment in reading
Action: Extend
Issue: Limited time allotment in teaching reading
lesson or maximize all the activities for the given
Probability Impact time allotment
Concern: The allotted time is not enough to Total
deliver completely the teaching process skills in Measures: Monitor and observe the effect of time
reading
5 5 adjustment in the teaching process skills in reading
25
Consequence: The teacher makes the teaching Action Date: Next school year
process fast, jump, neglect any part or employs
direct teaching. Residual Risk
 Implementation Status (final stage)
Persons Due
Activity Output Remarks
involve date

Attendance, lesson plan, CI Team, MTs’ December 5-6,

1. Demo-Teaching of MT’s pictures, observation Grade VI Reading 2017 Successfully done
evaluation checklist Teachers
form and report

CI Team, MTs’
2. Post Conference and Attendance, minutes,
Pictures, Evaluation Grade VI Reading December 7,2017 Successfully done
meeting of teachers involved Teachers
report

CI Team, MTs’
3. Monitoring through Evaluation checklist Grade VI Reading December 8, 2017
Observation of Classes to March 15 , 2018 Successfully done
form, Monitoring tool Teachers

4. Evaluation/Final Report Final Report of March 20, 2018 Successfully done

Accomplishment CI Team

Minutes, agenda and Principal, CI Team

5. Faculty Meeting/Reporting and All Teachers March 22, 2019 Successfully Done
pictures
STEP 10

CHECK YOUR PROGRESS

  
Teaching Reading Process Standards Before
1 2 3 4 5 6 7
READING TEACHERS
8 9 10 11 12
 
Remark
s

               
PRE READING
1. Review of previous lesson / /  /    /  /  /    50%
2. Motivate pupils / / /       /    /  /  50%
3. Establishing purpose of lesson                
a. set motive question / / / /   /    /  /  /    58%
d. set standards in oral/silent reading / / /      /    /      43%
 
WHILE READING              
4. Read the selection / / / / / /   /  / /  /  /   /  100%
 5.Check up comprehension / / / / /  /  /  /  /  /  /  / 100%
6. Apply new concept and skills in real life situation / / /               
 
POST READING              
6. Develop mastery / /      /  /    / /   50%
7. Apply concept and skills in real life situation / /          /  /  / 42/%
8. Make generalization /    /  /    /    /  42%
9. Evaluation / / /  /    /  /  /  /  / 75%
10. Add activities for remediation / / / / /   /    50%
 After  
  READING TEACHERS
Teaching Reading Process Standards 1 2 3 4 5 6 7 8 9 10 11 12 Remark
s

               
PRE READING
1. Review of previous lesson / / / / / /  /  /  /  /  /  /  100%
2. Motivate pupils / / / / / /   /  /  / /   /  /  100%
3. Establishing purpose of lesson                
a. motive question) / / / / /  /  /  /  /  /  /  /  100%
d. set standards in oral/silent reading / / / / /  /  /  /  /  /  /  /  100%
 
WHILE READING              
4. Read the selection / / / / / /   /  / /  /  /   /  100%
 5.Check up comprehension / / / / /  /  /  /  /  /  /  / 100%
6. Apply new concept and skills in real life situation / / / / / /   / / /  /  / /  
               
POST READING
6. Develop mastery / / / / /  /  /  /  /  /  / /   100%
7. Apply concept and skills in real life situation / /          /  /  / 100%
8. Make generalization / / / / /  /  /  /  /  /  /  /  100%
9. Evaluation / / / /  /  /  /  /  /  /  / 100%
10. Add activities for remediation / / / / / / / / /  / /  /  100%
NEXT STEPS
1. Program implementation next school year
2. Start the program in lower grade level preferably Grade III to have ROI
and complete implementation.
3. Additional time allotment for Reading Lesson.
4. Utilize reading in all parts of the lesson
5. Roll out the project to the teachers of the school.
6. Since we met a 100% improvement on the utilization of
standard delivery process skills in teaching reading, next year
the program will focus on the teaching deliveries of teachers
how effective they are for each processes although
they are already within the standards.
STEP 10

CHECK YOUR PROGRESS

RESULTSOF ENGLISH
READING TEST
 Result of Pre Test in English Reading
Comprehension Test
Verbal Transmuted Grade Raw scores f %
Interpretation
Independent 73-100% 36-50 0 0
Instructional 35% - 72% 18-35 0 0
Frustration 0 – 34% 0-17 84 100
Total 84 100
120
100
80
60
40
20
0
 Result of Post Test in English Reading
Comprehension Test
Verbal Transmuted Grade Raw scores f %
Interpretation
Independent 73-100% 36-50 0 0
Instructional 35% - 72% 18-35 65 77.38
Frustration 0 – 34% 0-17 19 22.62
Total 84 100
90
80
70
60
50
40
30
20
10
0
 Graphical Representation of Pre and
Post Reading Test Results in English VI
Title

120

100

80

60

40

20

0
PRETEST POSTTEST
 Frequency in Noting Details (1-26)
100
90
80
70
60
50
40
30
20
10
0

0%-35% 36%-72% 73%-100%

  PRE TEST POST TEST

  Frequency % Frequency %
0%-35% 73 87 18 21
36%-72% 11 13 66 79
73%-100% 0 0 0 0
Frequency
90 in Vocabulary Development (27-32)
80

70

60

50

40

30

20

10

0
0%-33% 34%-66% 67%-100%

  PRE TEST POST TEST

  Frequency % Frequency %
0%-33% 70 83 20 24
34%-66% 14 17 64 76
67%-100% 0 0 0 0
 Frequency of Scores in Cause and Effect
Relationship (32-38)
100
80
60
40
20
0

0%-3% 34%-66% 67%-100%

PRE TEST POST TEST

Frequency % Frequency %
0%-3% 72 86 20 23
34%-66% 12 14 65 73
67%-100% 0 0 0 0
 Frequency of Scores in Predicting Outcomes
90 and Making Inferences (39-47)
80
70
60
50
40
30
20
10
0
0%-3% 34%-66% 67%-100%
PRE TEST POST TEST
Frequency % Frequency %
0%-3% 72 86 20 23
34%-66% 12 14 65 73
67%-100% 0 0 0 0
 Frequency of Scores in Determining the Author’s
Purpose/Mode and Tone (47-48)
Chart Title

80
60
40
20
0
0%-33% 34%-66% 67%-100%

PRE TEST POST TEST

Frequency % Frequency %
0%-33% 67 80 20 24
34%-66% 17 20 64 76
67%-100% 0 0 0 0
Oral Reading Profile in English Grade VI
SY: 2017-2018
Level PRE POST
Independent 95 191
Instructional 273 307
Frustration 398 241
TOTAL 766 739
=27

398-241=157- still in the Frustration Level

PICTURES IN ACTION
School CI Team Meeting
Technical Assistance with the Division CI Team
Administration of English Reading Test
Interview with the pupils
OBSERVATION OF TEACHERS
AND DEMO
THANK YOU!