Division of City Schools

KALAYAAN NATIONAL HIGH SCHOOL

Caloocan City
Vision: An advocate of culture of excellence:
Mission: To be pro-active, to be creative and to be the light in the division to develop the best in the learners.

(Through the Revitalized WSA Program)

I.
II. Objectives:
1. To reduce the number of students at-risk in all levels
2. To elevate the reading comprehension level of identified participants
3. To improve students academic performance
III. Background Information
Yearly Reading intervention is the schools consistent implementation of DepEds
Whole School Approach (WSA) to mastery reading and writing for successful learning
in the secondary. It requires that all teachers are teachers of reading in their respective
subject areas.

Mr. Romeo Mahinay, head of the English Department conducted a reading

comprehension test to students in all grade-levels. All students in every classroom who
scored 2.9 and 3.3 or equivalent to Grade one and two Reading level were categorized
as students at-risk.

Mrs. Asuncion, designated Reading teacher/coordinator of the WSA, who underwent an

orientation/training with the author Dr. Aravela A. Ramos in the use of the reading
module ABRC, was tasked to conduct an intervention program to elevate the reading
level of the identified participants.

As part of the public schools in the Secondary level that were issued one (1) set of the
ABRC Module through Miss Carlene Sedilla, Division Supervisor, the English
Department deemed the module fit for intervention and administered implementation
the way it could best serve its purpose.

IV. Methods of Implementation

1. The Youth POWER Programs monitoring committee was tasked to supervise
the intervention in reading called Project ABRC. Orientation with parents and
target participants was conducted followed by signing of Memorandum of
Agreement by all concerned.
2. The participants were informed of the intervention program through their
subject teachers. The schedule for taking the ABRC Module was posted in the
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 classrooms, coursed through their English teacher, their Grade-level chairman,
and their assigned YP-ABRC Monitors.
3. Each of the participants is given 30 minutes per session to read 5 selections and
answer the 5 questions that follow. The twice- a- week scheduled reading was
from July 15, 2013 to February 28, 2014 while undergoing a supervised reading
at home with their family.
4. It was made clear to the participants that reading practices are done through
their classroom lessons and the home-based reading activities, and that they
attend ABRC regularly to test if their comprehension level is improving.

V. INSTRUCTIONS TO THE TEACHER AND STUDENT MONITORS

1. Pin your ID while doing the task so that the participants would know who to approach.
Always return the materials in their proper place. Make sure they are in good condition
and complete before and after using.

2. Check the ABRC ID and Score sheet (RF4B) before issuing their answer sheets to
participants upon entering the reading room. Only twenty (20) participants may be
accommodated in one session.

3. Instruct /guide the participant to fill up the form with his/ her school information and
data from the tests taken.

4. Make sure that a participant raising a hand is attended; raised hand indicates that the
answer sheet is ready for checking.

5. Encircle the perfect score (5 or 10) and indicate in the remarks whether promoted to
skill B, C, D, or promoted to CODE YELLOW, GREEN, . or graduated. Each
student is required to read up to CODE BLUE. All skills must be completed to merit a
graduated mark.

6. To record in the master copy, count the number of attempts in each reading skill before
the participant is able to get a perfect score that signals him or her proceed to the next
skill or reading level. Note down the frequency in the Monitors Record for each Grade/
Year- level.

7. Minimum number of selections every session is five (5) only to avoid overlapping of
schedules (30 minutes only) so that the next batch of participants could be
accommodated accordingly.

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VI. REPORT ON PRE- ASSESSMENT ( Refer to the graph below)

examinations.

Report on Post- Assessment (Refer to the Graph and table below)

Total: 425 Total: 104

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VII. POST ASSESSMENT RESULTS
1. Data shows that 425 students or 80.34% of the total number are still at-risk after
ABRC intervention and home-based reading assisted by their family.

2. Record likewise indicates that 104 out of 529 participants were elevated to
various levels of comprehension or 19.65% of the total number.

VIII. OBSERVATIONS, IMPRESSIONS, AND RECOMMENDATIONS

1. Intervention is effective using the certificate as incentives for all concerned;

teachers, monitors and participants motivate and challenge each other to comply
with requirements in order to obtain a certificate.

2. Consistent Monitors report that participants who were categorized as Code

YELLOW on pre -assessment or Level 2 had a hard time complying with the
skills in Code RED or level 1; the observation indicates that all identified at
risk must start from beginners level. The suggestion was carried out
immediately.
3. Teachers in the Grade 7 level observed that while a good percentage of the
identified at-risk are indeed poor in reading, many students who were belatedly
discovered by teachers as struggling readers or very poor at fluency level (oral)
passed the standard test by luck and therefore advised to take the intervention
program using the ABRC Module.

4. Some of the very slow readers even passed the test. On the other hand, some
students who are independent readers and instructional level readers were
among those listed under the at-risk category and had to go through the ABRC
Program for compliance.
5. English teachers recommend that a fluency assessment checklist of all
Grade 7 and transferees be conducted prior to enrollment for the following
purposes:

a. To identify the reading difficulties of students ahead of time so that

all stake holders attention could be called upon to remedy the
problem.

b. To group the students for appropriate action; Record of RA could be

used to identify leaders who could act as peer coach.

c. Record of RA indicated in the class list could better facilitate the NO

CHILD LEFT BEHIND policy and the principle of DepEds WSA
that all teachers are teachers of reading in their respective subject
areas.

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 6. The LGU, through Mr. Mar Lundag, and the PTA officers volunteered to inform
the community that there will be a reading assessment prior to enrollment in
support of the target student development indicated in the SIP (School
Improvement Plan).

7. More teachers from various subject areas agreed to work side by side in
conducting a more effective reading program.

8. Continued use of the ABRC Reading module is desired and recommended if

more sets could be obtained to accommodate the number of participants.

Photos by Mrs. D. Asuncion

Mr. Romeo Mahinay, Head of English Department,

encourages the parents to use their reading to have a
bonding time with their children
Parents and guardians sign a MOA to participate in
the intervention project by supervising the daily
home-based reading program . of their children

Mrs. Asuncion, Program coordinator, encourages the

parents to indicate in the MOA their common convenient
time with their child to supervise the 20 hour home
reading program.

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 The man in green relates that his granddaughter only
Some student leaders volunteer to collate the signed
listens to him so he volunteers to supervise the childs
agreement. Others prepare a special schedule for the
daily home reading.
parents of participants who are absent during the
orientation

Photos by Mrs. D. Asuncion

All participants begin with Code RED until all the questions
under skills ABCDE are passed so that he or she can move
A student monitor supervises the self-paced on to Code YELLOW, GREEN.
Reading progress of every participant

The monitor checks the answers and promotes participant

A raised hand indicates that a participant has finished
to the next skill or reading level if all the answers are correct
the material and is ready for checking.

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 .

Monitors check all materials after use to make sure they are ready for the next batch of readers

Photos by Mr. R. Mahinay

The Thursday- Friday group of Grade 8, Third Year,

Fourth Year-level students working on their self-
paced program.

The picture with raised hands signals the monitors to check the
students work. Middle picture shows a record indicating that This RF4B (score sheet) indicates that the participant
the participant is working on the last Module - Code Blue but is already at Code Gray Skill C or making inference.
has just started with Skill A.
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Miss Leahren Sucaldito, Co-coordinator of
the ABRC Program, trains more qualified
The parents attend a follow-up assembly at the close of second
students to monitor the increased number of
quarter to discuss their childrens poor progress on home-
readers-at risk listed by teacher after the
reading due to their jobs and/ or the absence of capable
fluency assessment.
member of the family to monitor the childs reading task.

Twenty (20) participants per session are assigned to 4

monitors and 1 teacher. The pictures above are samples of a
student Monitors and a participants ID.

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 This is a sample of every participants
record of scores used to monitor progress
and least- mastered skills. Record shows
that participants usually stay long on Skill C
of every Module, indicating that Making
Inferences/ Predicting Outcome is where the
difficulty lies.

This is a sample answer sheet prepared for

every scheduled session of participants
which can accommodate at least 5 Reading
selections for the 30-minute allotment.
Students are not allowed to go beyond the
limit because it affects their performance.

REFERENCE:
Ramos, Aravela A. CESO VI
ABRC (Activities for Better Reading Comprehension)
Copyright 2005, Published and Distributed by Consara Enterprises