Republic of the Philippines

Department OF Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF MISAMIS ORIENTAL
DISTRICT OF TALISAYAN
MACOPA INTEGRATED SCHOOL
 

JHS Reading best practices

January – June 2022

Marylen D. Trapal Ruth B. Pabular

PSDIC JHS Reading Coordinator
 BEST PRACTICES
Best Practice: “Bawat Bata Bumabasa: Sa Macopa IS Makabasa Na” through
 
Differentiated Instruction: Marungko Approach, Phil-IRI, POWER V-200 and
audio/tv-based reading
PROGRAM DESIGN FOR “Bawat Bata Bumabasa: Sa Macopa IS Makabasa Na” through Differentiated Instruction
Title: “Bawat Bata Bumabasa: Sa Macopa IS Makabasa Na” through Differentiated Instruction
Date: October 2020 – August 2021, September 2021 - Present
Venue: Macopa Integrated School, Macopa, Talisayan, Misamis Oriental
I. Rationale:
One of the Division of Misamis Oriental’s goal is to level up the frustration readers to being
independent readers in Misamis Oriental. Hence, they conducted a lot of programs and projects for all
the learners. National and Local webinars for reading teachers, Community linkages where community
like the LGUs, parents, private sectors, and Barangay officials collaborate to schools to reach the
same goal and that is to make each learner become independent readers.
II. Objectives:
To make all the frustration readers become independent readers.
III. Beneficiary:
a. Students ……………………………… 128
b. Teachers ……………………………………… 12
c. School Head………………………………… 1
d. Stakeholders ……………………………… 10
Total ………………………………… 151

Prepared by: Approved:

JURLINA P. TAGUPA RUTH B. PABULAR

T1 SIC
 BEST PRACTICES
 
Best Practice: “Bawat Bata Bumabasa: Sa Macopa IS Makabasa Na” through
Differentiated Instruction: Marungko Approach, Phil-IRI, POWER V-200 and
audio/tv-based reading instruction

Intervention Status of School Nature of Support Results of the Implementation

Programs/Projects Performance Before of the Intervention
Implemented Intervention
“Bawat Bata Based on the PHIL-IRI Because of this alarming result of Based on the PHIL-IRI English
Bumabasa: Sa Macopa English Pre-test reading proficiency, Elementary and Post-test result of grades 4, 5,
IS Makabasa Na” result of grades 4, 5, High School reading coordinators 6, & 7 students, 30 out of 107
through 6 & 7 students, 59 out come up with initiatives with the students are frustration
Differentiated of 107 students are support of their School head and readers. 30 out of 107 students
Instruction: Frustration readers, stakeholders and help from the are Instructional and 12 out of
Marungko Approach, 22 out of 107 students teachers. Macopa Integrated School 107 are Independent while in
Phil-IRI, POWER V- are Instructional and implemented Brigada Pagbasa where Filipino Post-test result which
200 and audio/tv- 3 out of 107 students teachers extend their support by compose of grades 3, 4, 5, 6, &
based reading are Independent while going to houses of reading 7, 24 out of 128 student are
instruction in Filipino Pre-test beneficiaries and taught them frustration readers, 49 out of
result which compose reading.The school also conducted 128 students are instructional
of grades 3, 4, 5, 6, the Power V-200 to aid the reading and 38 out of 128 are
& 7, 46 out of 128 gap of learners during pandemic. independent. Therefore, the
students are Furthermore, the school were able initiatives conducted by the
frustration readers, to receive donations from private teachers resulted to a positive
40 out of 128 students sectors for the reproduction of outcome. Unity of parents,
are instructional and reading materials, reading books, private donors and teachers is
25 out of 128 are learning space kit, radio and flash one key of making this practice
independent. drive possible.
 BEST PRACTICES
 
Best Practice: “Bawat Bata Bumabasa: Sa Macopa IS Makabasa Na” through
Differentiated Instruction: Marungko Approach, Phil-IRI, POWER V-200 and
audio/tv-based reading instruction

Accomplishment Report on “Bawat Bata Bumabasa: Sa Macopa IS Makabasa Na”

through Differentiated Instruction: Marungko Approach, Phil-IRI, POWER V-200
and audio/tv-based reading instruction
Reading Skill is one of the macro skills that a specific learner should be developed at school.
It follows systematic ways and procedures on how it will be administered by teachers to their
learners so that there will be a smooth implementation of the programs which will lead to a positive
result.
One of the Division of Misamis Oriental’s goal is to level up the frustration readers to
being independent readers in Misamis Oriental. Hence, they conducted a lot of programs and projects
for all the learners such as “POWER V-200,” National and Local webinars for reading teachers,
Community linkages where community like the LGUs, parents, private sectors, and Barangay officials
collaborate to schools to reach the same goal and that is to make each learner become independent
readers.
The opening of classes for school year 2021-2022 last September 13, 2022 was also the start
of the numerous reading programs and projects of every school in Misamis Oriental. The Education
Supervisors of the Division of Misamis Oriental in the name of Dr. Gladys Banac (JHS and SHS) and Dr.
Merly Mabelin (Elementary) started the reading implementation with a 3-day reading webinars for all
reading coordinators from different schools last September 1-3, 2021. The topics of the 3-day webinar
were about the implementation of POWER V-200, reading strategies, and types of assessment. The
resource speakers during the webinar were also reading coordinators from schools who have
successfully implemented the reading programs.
 BEST PRACTICES
 
Best Practice: “Bawat Bata Bumabasa: Sa Macopa IS Makabasa Na” through
Differentiated Instruction: Marungko Approach, Phil-IRI, POWER V-200 and
audio/tv-based reading instruction

(continuation)
According to Division memorandum no. 437 s. 2021 entitled “Conduct of Division Virtual
Diagnostic Oral Reading Test using the Revised Philippine Informal Reading Inventory,” every school
shall conduct the Oral Reading Test using the PHIL-IRI virtually. Each district shall select 30
students to participate in the said activity. After the implementation of the said activity, each
school was asked to submit a consolidated PHIL-IRI Reading Pre-test result of learners. The Phil-Iri
Pre-Test result of Macopa Integrated school learners was presented below in a tabular form.

Table 1. School Consolidated Result of PHIL-IRI Pre-Test in English (ELEMENTARY) as of September

2021.
 BEST PRACTICES
 
Best Practice: “Bawat Bata Bumabasa: Sa Macopa IS Makabasa Na” through
Differentiated Instruction: Marungko Approach, Phil-IRI, POWER V-200 and
audio/tv-based reading instruction

(continuation)
Table 2. School Consolidated Result of PHIL-IRI Pre-Test in Filipino (ELEMENTARY) as of
September 2021

Table 3. School Consolidated Result of PHIL-IRI Pre-Test in English (Junior High School) as of
September 2021
 BEST PRACTICES
 
Best Practice: “Bawat Bata Bumabasa: Sa Macopa IS Makabasa Na” through
Differentiated Instruction: Marungko Approach, Phil-IRI, POWER V-200 and
audio/tv-based reading instruction

(continuation)

Table 4. School Consolidated Result of PHIL-IRI Pre-Test in Filipino (Junior High School) as of
September 2021

Based on the Phil-IRI Pre-test result of Macopa Integrated School learners, 127 out of 224
learners are frustration readers in English while 117 out of 224 learners are frustration readers in
Filipino. More than 50% of the numbers of learners are frustration readers. Because of this alarming
result, teachers of Macopa Integrated School are finding ways to improve the reading skills of
frustration readers. The Reading Coordinators of the said school made a reading program for the
guidance of teachers in implementing the reading activities.
 BEST PRACTICES
 
Best Practice: “Bawat Bata Bumabasa: Sa Macopa IS Makabasa Na” through
Differentiated Instruction: Marungko Approach, Phil-IRI, POWER V-200 and
audio/tv-based reading instruction

(continuation)

Last November 2021, the Department of Education celebrated the National Reading Month. As a
result, the Division conducted again a webinar for the reading-related competitions which will be
implemented by every school. The following activities implemented by school are Poem Recitation for
Kindergarten, Storytelling for Grades 1,2, & 3, Team reading for grades 4,5, & 6, Oral interpretation
for grades 7 and 8, and team reading and quiz bowl for grades 9 and 10. The said program successfully
ended because it does not only help learners improve their reading skill but also, they were able to
showcase their skills and the experiences they had may be used or applied in real life.

There were also reading interventions that the teachers used to eliminate the frustration
readers like the use of Marungko Approach booklets 1-5, Power V-200, the use of audio and visual
reading materials, Fuller method, reading short stories with questions for reading comprehension, and
big books.

As of this moment, Macopa Integrated School teachers are still implementing the reading
interventions, conduct remedial reading to meet the needs of frustration readers, improve the reading
skill of instructional readers and supplement the reading skill of independent readers.
 Ruth B. Pabular
MARYLEN D. TRAPAL
District of Talisayan JHS Reading Coordinator