ADLAON INTEGRATED SCHOOL

CI PROJECT

PABASA SA PANDEMYA EXPRESS (PPE)

CI COACHES – CLUSTER 2 ORGANIZATIONAL STRUCTURE

CI ORGANIZATIONAL STRUCTURE

11 out of 14 learners of Grade 3- Greenland who belong to category E (cannot read, including word or syllabic reader) are now READERS.

ORAL READING VERIFICATION TEST

ORV Result of Grade 3-Greenland in English

Before

14 out of 44 pupils

After

41 out of 44 pupils

Readers

There are 22 non-readers out of 89 Grade 3 learners, 14 of which come from Grade 3- Greenland.

L

EARNERS

LEGEND

A- Can read fluently with comprehension

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B- Can read haltingly with comprehension

C – Can read fluently with little or no comprehension

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D – Can read haltingly with little or no comprehension

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E - Cannot read (Including word or syllabic reader)

ORAL READING VERIFICATION TEST

Grade 3 - Greenland

FOCUS PROBLEM STATEMENT

There are 14 non-readers in English out of 44 Grade 3- Greenland learners.

VIRTUAL & FACE TO FACE MEETING WITH THE STAKEHOLDERS

VOICE OF THE STAKEHOLDER

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“Gusto man ko makakat-on og basa, pero wala may makatudlo nako kay nagtrabaho man akong papa, unya nagbuwag man sad sila ni mama.”

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-Pupil X

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LEARNER

“Ganahan ko mag sige og follow-up sa mga bata sa ilang pagbasa, pero mas mauna gyud ang mga buluhaton sa eskuylahan.”

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-Mrs. Cadutdut

VOICE OF THE STAKEHOLDER

TEACHER

“Matudloan ra nako ang akong anak og basa usahay kung wala koy buhat.”

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-Mrs. Fuentes

VOICE OF THE STAKEHOLDER

PARENT

During the Online Remedial

Reading Observation

(May 03, 2021)

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PREPARATION

• Reminds parents/

learners of the scheduled class via messenger, text, & call (1: 24)

• Greets the learner (1:21)
• Mood setting/Motivation: Singing of Alphabet Song (2:15)

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PRESENTATION

• Introduction on the importance of reading by showing film clip (2:18)
• Production of the correct sound of each letter by the teacher to the learners (7:42)
• Teacher allows pupils to repeat after producing the correct sound of each letter (15:05)

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PRACTICE

Learners are asked to produce the sound of each letter on their own individually.

(5:18)

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ASSIGNMENT

Provided printed supplementary reading materials (with contents composing of letters, syllables and basic cite words), the learners together with their parents were tasked to practice reading at home. (3:07)

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EVALUATION

Using multiple-choice type of test, the learners were asked to identify the correct word that is being pronounced by the teacher. (12:30)

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communication barrier

(signal problem, lack

of gadget)

The teacher did not start the session with the checking of attendance & a prayer.

Some learners were very

passive, lack interest & easily go`t distracted.

Learners were unable to comprehend/

understand the video clip

Learners were not listening attentively (show marginal listening)

Learners were not that conscious to produce the correct sound of the letters

Communication barriers

(background noise, signal problem)

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Communication barriers

(background noise, signal problem)

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The learners were unable to produce the correct sound of ALL letters

Takes a lot of time to answer the test

Learners had a hard time understanding

the questions

Learners are uncapable of reading the test questions, so teacher takes over.

Learners barely gave correct answers.

Communication barriers

(background noise, signal problem)

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Visual materials were not that readable

Communication barriers

(background noise, signal problem)

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Overlapping of teacher’s tasks/

duties/

assignments

Why are there 14 non-readers of grade 3 Greenland in English?

Lacks parental support in reading

Parents are more focused into their livelihood

Lacks interest in reading

Learners prefer playing

Less time to prepare engaging remedial reading sessions

Less prioritized reading time

WHY-WHY DIAGRAM

Lacks printed reading materials

Limited budget to acquire reading materials

at home

OBJECTIVE

To make the 14 non-readers in Grade 3- Greenland become readers by May 2021.

DATA COLLECTION

ROLL OUT

• An intervention program designed for the Grade 3- Greenland learners who have fallen behind in the basic reading skills.
• It is a systematic, sequential approach to enhance reading abilities/skills.
• Started May 03, 2021, to May 31, 2021

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AIS 20-DAY ROAD TO READING PROGRAM

AIS 20-DAY ROAD TO READING PROGRAM

AIS 20-DAY ROAD TO READING PROGRAM

AIS 20-DAY ROAD TO READING PROGRAM

MATERIALS USED

MATERIALS USED

OTHER INTERVENTIONS

• This CI Project will be applied to all non-readers from grade 1-3 for the school year 2021-2022.
• Full Implementation of the Project by 2022.
• The CI Team will monitor and check the project owners.
• This program will be enhanced through conglomerated efforts and unwavering desire/passion of all primary and intermediate teachers to continue implementation of the said project.

• The study augments the broad-mindedness among CI Team members and faculty.
• It stimulates and strengthens the spirit of camaraderie among working individuals in applying the program.
• It maintains and embeds in the hearts of the teachers the selfless service they can give to the learners.
• It develops a persistent attitude of attaining success and not to yield instantly to risks, difficulties, and hindrances on hand.

CI TEAM

• Encourages the learners to believe in their own ability to improve.
• Stimulates the interest of the learners in reading.
• Recognizes the significance of attaining the skill to read.
• Builds the self-esteem of the learners and be the author of their own learning.

LEARNERS

PARENTS/GUARDIANS

• Provides worthwhile family bonding.
• Provides parents to learn together with their children.
• Reminds parents of their responsibilities in their children’s overall growth.
• Gives parents the assurance that the school is there to help and give service to their children.

COMMUNITY

• The project enhances & strengthens the partnership of the school and the community.
• Allows the community to give their share of service to the learners.
• Appreciates and recognizes the vital role of the school in the community’s progress.