Department of Education

Region X
Division of Misamis Oriental
District of Tagoloan
NATUMOLAN ELEMENTARY SCHOOL
Natumolan, Tagoloan Misamis Oriental
S.Y. 2022-2023

A CLASS READING PROGRAM OF GRACE IV- LOVE

(Anchored to the School Reading Program)

Prepared by:

EASTHER JANE D. ASPIRAS

TEACHER-I
Introduction

The COVID-19 pandemic had an impact on education worldwide. The

academic disruptions and outlaying learning hurdles, have the greatest impact on

the youngest learners, significantly those in the formative years of learning to

read. As the Department of Education opens this school year and bravely

implemented the face the face classes in a transition mode it also divulge the

learning gaps of the learners for two years as having the different delivery mode of

education amidst the pandemic.

The goal is not only to bring the learners back to school but to organize

effective remedial learning, support their well-being and train teachers, as classes

for the school year 2022-2023. The plan will give more attention to the literacy and

numeracy skills of the learners.

Apart from this, as the Natumolan Elementary School had the progressive

expansion of face-to-face classes; it has revealed a sad reality. Many learners have

failed the mastery of basic skills and competencies such as writing, reading

literacy, numeracy, and basic arithmetic operations. The learning loss is due to

many factors such as lack of academic interest, absence of physical classes,

ineffective delivery of learning, and economic and health issues.`

Moreover, following the unnerve discovery, as mandated by the Department

of Education, the school immediately developed a recovery learning plan

framework to guide every teachers in addressing learning gaps. It is anchored on

learning remediation and intervention, professional development, health, safety,

and wellness. The school sharpen its reading interventions, conduct regular home

visits and follow-ups, establish literacy at home and in the community, tap the

services of parent or guardian teacher-volunteers, and develop appropriate

assessment tasks and resources.

The recovery may take some time but the Department of Education is

optimistic that with the full cooperation and support of the teachers, parents, local

government units, and stakeholders, its learning recovery program will supersede

eventually and benefit the learners in the post-pandemic time.

The school administered the different reading assessment tool to the

learners, using the Philippine Informal Reading Inventory (PHIL-IRI) an

assessment tool composed of a set of graded passages administered to the

whole class and to individual students, which was designed to determine

learner’s reading level; and the Early Grade Reading Assessment (EGRA) is an

individually administered oral assessment that aims to assess foundational

literacy skills of children in the early grades.

The result is not gratifying, it exhibit most of the learners classified as the
frustration level and the numbers of non- readers increased. There are even
learners in the higher grades who appears as struggling readers and fails to
understand what they read.
 Reading is one of the four macro-skills in English, is very imperative in the

educative process. It is an indispensable device for learning in all subjects. Hence,

reading is the basic foundation on which academic skills of an individual are built.

Quality education is impossible without highly developed skills in reading.

Changes and opportunities are opened up to a child in order to understand the

world better and interact with others. Along this vein, Villamin describes reading

as the key that unlocks the door to the world of enlightenment and enjoyment and

the basic tool for learning in the content fields. Through reading, one would be

able to gain access to a new perspective of knowledge and information.

Rationale

The Project (EASTHER Encourage A Student To Have Eagerness in

Reading) is a reading program that aims to motivate the children to read. Different

strategies and activities will be given for them to enjoy and develop the skills of

reading. It is also believe that when a child is engaging to read eventually develop

the l reading comprehension will be enhance, since it continues to be one of the

most crucial areas of reading assessment and instruction. Thus, it should be given

immediate response and great concern.

The Philippine–Informal Reading Inventory (Phil-IRI)/ Early Grades Reading

Assessment (EGRA) is an oral test given to measure the reading ability of a pupil.

The Pretest result in Phil-IRI in English Oral Reading in Natumolan Elementary

School indicated that most of the pupils belonged to the frustration level in oral

reading. Although pupils can read but they lack comprehension.

 Table 1. PHIL-IRI Pre- Test Oral Reading Test Result

WORD RECOGNITION LEVEL READING LEVEL

GROUP SCREENING
ENROLMENT

TEST Frustratio Instructiona Independen Frustratio Instructiona Independen

GRADE
n l t n l t
LEVEL
Score Score
Score
d 8- d 14- Pretest Pretest Pretest Pretest Pretest Pretest
d 0-7
13 20

IV 37

Total

ENROLLMENT ORIENTATION TO LETTER LETTER INITIAL

PRINT NAME SOUND SOUND
KNOWLEDGE KNOWLEDGE KNOWLEDGE
GRAD
E
LEVEL
Correct Incorrect No 0-50 50-100 0-50 50-100 0-50 50-100
response mins mins. mins mins. mins mins.

Total

Moreover, based on the standard set by the PHIL-IRI in terms of word

recognition, the learners can read the basic sight words since and committed
different miscues were identified. In terms of reading miscues, reading enrichment
and intervention is needed by those pupils who committed substitution and
mispronunciation.

Definitely, the reading comprehension is the missing key of every learners as

well, though they can recognized and read the words but they failed to answers
the questions given after reading the passages; majority of the participants were
considered under the Frustration level which means that they would profit from
the reading instruction. Although, they are not pupils who are refusing or
withdrawing themselves to read. They can read with assistance.
 Comprehension is actually the main goal of learning to read. Understanding
the information that words and sentences are communicating is comprehension
which is another essential part of reading.

The result of the reading assessment is the reading profile of the learners
and a reading program designed based on the mentioned profile which is hoped to
be a good instrument in the development or progress of the reading skills of the
participants.

Conceptual Framewor

SCHOOL
(SCHOOL PUPILS/
READING Class Advisers
HEAD) LEARNERS
COORDINATOR

The Roles and Functions

 The School Head primary role is to assist the needs of the teachers in

implementation the reading program, and to support the teachers and

motivate to achieve those goals.

 School Reading Coordinator provides an assessment and diagnosis

that is vital for developing, implementing, and evaluating the reading

 program. Evaluating the reading strengths and needs of learners and

provide that information to classroom teachers, parents, in order to

provide an effective reading program.

 Class Adviser/ Teacher assume many roles and engage in many

strategies to let the reading program works. It has thorough planning,

setting of clear goals and the direct teaching of skills in reading

 Pupils/Learners are the center of the reading program they are the

recipient of the learning activities in the reading program.

Objectives

Reading is the basic foundation on which academic skills of an individual

are built. Reading and understanding are primary things that we need to use in

our day-to-day existence. Having a proficiency in them enables us to communicate

efficiently. Given various exercises and activities, at the end of the program, the

pupils who belong to the frustration level are expected to:

1. fully comprehend the full meaning and implications of what they read in
words, sentences and stories;
2. improve their vocabulary so as to gain facility in putting their thoughts

into words;

3. will demonstrate the habit of reading the books ;

4. will answer comprehension questions factually, inferentially; by reading

the answers orally, silently, and by answering orally and in writing; and

5. develop written and oral communication skills

Project Description

EASTHER Project is a Reading Program which stands, Encourage

A Student To Have Eagerness in Reading, which has a main goal to develop the

skill of reading in every child through various activities that could motivate them

to engage themselves in reading. It has different strategies that cater the

development of every child.

The main goal of this reading program is to assist and engage the learners in

reading and to enhance the comprehension level of learners at Natumolan

Elementary School.

The Procedure

1. Conceptualization of the reading program must be clear and participated by the

colleagues, and assessing on what to focus and how to implement.

2. Consultation is done through the assessment of the school head and the
reading coordinator which is vital for developing, implementing, and evaluating the
reading program. Evaluating the reading strengths and needs of learners and
provide that information to classroom teachers, parents, in order to provide an
effective reading program.

3. Diagnosing and Initial Testing

a. PHIL-IRI
b. Auditory Discrimination
c. Eyes Test
 List of Strategies and activities to be used:
a. Word Recognition Instruction
  Marungko Approach
 Claveria Approach
 Fuller Approach
 Word families chart
 Dolch Basic Sight Words
 Fry’s Phrases
 Project ARRT ( Amplifying Reading thru Technology)
b. Reading Comprehension Goal
 H.0.T.S Type of questioning
 Directed Reading Thinking Activity
 Story Retelling
 Power V 200

c. BOOK IT! (Fun Reading Activities)

 Readers' BINGO VOCABULARY
 Story Telling using Big books
 Let’s Predict
 Before I read- Cue CARD
 Reading Carousel
 Wonder AIM

d. ON YOUR MARK, GET SET READ! (GAMES)

 Book-Word Search
 Please Stand Up!
 "You're Under Arrest!“
 Reading—It's a Piece of Cake
 Books Open Doors
 Shopping your way with words
 4. Teachers Conference or a Learning Action Cell (LAC) will be done for the
evaluation and assessment of the activities done in reading program.

VI.IMPLEMENTATION GANNT CHART OF ACTIVITIES (August 2022- March 2023)

ACTIVITIES AUG SEPT OCT NOV DEC JAN FEB MAR APR MA JUNE
Y
1. Diagnosing & Initial Testing
- Auditory Discrimination Test
- Visual Discrimination Test
- Oral Reading Test/ PHIL-IRI
2. Consultation ( School Head/
Reading Coordinator/Teachers
3. Parent’s Conference
4. LAC Session
Preparation of the Materials
5. Activities begins in the 1st Week of
August
5.1 Word Recognition
Instruction
 Marungko Approach
 Claveria ES Approach
 Fuller Approach
 Word Families Chart
 Fry’s’ Phrases
Project ARTT
5.2 Reading Comprehension
Goal

 L.O.T.S/ H.0.T.S Type of

Questioning
 Directed Reading Thinking
Activity
 Story Retelling ( Big Books)
 Wonder Aim
 Think- Aloud
 Power V - 200
 Reading Carousel
5.3 Book It!
( Fun Reading Activities)
 Mystery Reader
 Story Webs
 Readers' BINGO
VOCABULARY
Story Retelling
 Let’s Predict
 Chorus Reading
 Before I read- Cue CARD
5.4 On Your Mark, Get Set READ!
( games)
  Book-Word Search
 Please Stand Up!
 "You're Under Arrest!“
 Jazz Chants
 Books Open Doors
 Shopping your way with
words
6. Conduct of Post- Test
6. Teachers Conference or a Learning
Action Cell (LAC) will be done for the
evaluation and assessment of the
activities done in reading program.

VII. Project Implementation Schedule (August 2022- June 2023)

ACTIVITIES AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUNE
A. Preparatory Stage
1. Preparation of the
Project Proposal
2. Consultation
( School Head/
Reading
Coordinator/Teachers
3. Parent’s Conference
4. LAC Session
5. Diagnostic Test
Evaluation
6. Making of the
Instructional
materials/
Worksheets /
Materials Needed in
the activities
B. Implementation,
Organization and
Training Phase
C. Launching of the
School reading
Program
1. Testing and
Evaluation of the
Instructional
materials/
Worksheets and
Materials
2. Teachers
Orientation
D. Monitoring and
Evaluation
Prepared by: EASTHER JANE D. APIRAS
Designation

Noted by: CHERRIE FE R. JIMENEZ

School Reading Coordinator/MT-I

Approved by:

OLIVIA L. LOLO
School Head