Republika ng Pilipinas

Department of Education
Region XI
Division of Davao City
Baguio District
Davao City

READING PROGRAM

Project BREAD
(Baguio Reading Enrichment
Activities and Development)
Introduction

Reading is a basic life skill. It is a cornerstone for a child's success in school,

and indeed, throughout life. Without the ability to read well, opportunities for personal
fulfillment and job success inevitably will be lost. Reading is one of the main
academic focus areas in the primary grades. Children must have a solid foundation
in reading skills at an early age in order to read more complex books later and be
proficient in their understanding of them (Karen Hollowell, 2013). Moreover reading
is very important because it is the basis of learning. While it isn't the sole source of
learning, it is the standard backbone for the spread of the human knowledge and
wisdom.
Based on the PHIL-IRI results the status of Baguio District in reading is low. In
keeping up with the District goal to increase the performance in reading which will
result to the improved performance in various achievement tests including
NAT(National Achievement Test) and ELLNA (Early Language, Literacy and
Numeracy Assessment) for Grades VI and Grade III respectively. Baguio District is
committed to the task of improving the reading skills in all levels.
In this connection, Baguio District came up with the PROJECT BREAD that
aims to upgrade the level of performance in reading and develop mastery in
comprehension in every reading activity. This program will aim to establish the goal
of having zero (0) non-readers in Grade 1 and develop the lifelong love for reading in
every child.

Objectives:
 Increase the performance in English
 Send reading teachers including Kinder and Grade 1 teachers to training
workshops related to reading
 Procure and construct instructional materials for reading
 Resource funds for the implementation of the program
 Decrease repeater’s rate
 Decrease the number of non-reader at the end of each academic year
 Develop the love for reading
 Conduct action researches to seek for an effective intervention in teaching
reading
Strategies
The following are the suggested reading activities in the
implementation of the program.
1. Peer teaching
2. Teachers one-to-one reading remedial
3. Constantly practice pre-reading activities to activate schema (prior
knowledge)
4. A word a day- English teachers will introduce a new word everyday with
the meaning and have the pupils use it in a sentence.
5. Participate in every reading activity during the celebration of the Reading
Month.
6. Promote policies like:
-Every teacher is a reading teacher
-No read, no pass for pupils especially for grade 1 pupils.
- Post reading assessment will be done by the receiving teacher of the
next grade level.
7. Conduct regular monitoring assessment of instruction
8. Adapting of the best practices done by the classroom teachers.
9. Improve the English speaking skills of teachers and learners.
10. Linkage and networking with stakeholders for resource sharing.
11. Provide appropriate reading materials in each level fitted to the reading
ability of each learner.
12. Make the reading centers and corners functional.
13. Recognizing the meritorious accomplishments in reading.

Reference

Karen Hollowell, D. M. (2013). Global Post. Retrieved October 4, 2013, from

http://everydaylife.globalpost.com: http://everydaylife.globalpost.com/list-
important-reading-skills-primary-students-11439.html
 Appendix A
METHODOLOGY ON THE CONDUCT OF THE READING PROGRAM
Persons
Objectives Intervention Program/ Activities Tools Time Frame Outcome/Success Indicators
involve
Strategy
NON-READER
All non-readers will Peers As Reading July-Nov Teacher All non-readers
become Tutors Teacher will prepare: Phil-IRI Result 2017 Adviser became
frustration by frustrations in Nov
September 2017 Teacher will prepare: Basic Sight Words Tutor 2017
-basic sight words C-V-C words Tutee
Reading
-chart Story Books for Coord
Beginning Language
-cvc Readers Coord
1 liner story
-story books for NR books SH
-Teacher will select pupils
who PSDS
are good in reading
-Teacher will give
instruction to
selecter tutors and guide
children
to reading

FRUSTRATION (20)
16 out of 20 frustration July to Oct 80% of frustration
pupils LIP (Literacy .Identify bottom 2 pupils Phil-Iri Result 2017 Teacher pupils
will become Intervention .Design time schedule List of pupils Pupils became instructional
instructional program) under level
Reading
by October 2017 .Prepare Forms Frustration Level Coord in October 2017
. Pupil will identify objects
inside Time schedule SH
the classroom Devices: Parent
Bond paper,
.Make a simple sentence pentel pen,
.Write a simple sentence
in a Scissor, envelop,
piece of paper Story books, chips
Card (for
.Teacher will check, cut identification
and scramble the words of sounds)
Individual Clear
. Pupil will arrange the Book
Individual
scrambled words to form Composition
correct sentence Story books
.Teacher will put the LIP Forms:
Performance of
scrambled words inside Pupils
the envelope with label on LIP
Daily Lesson
. Pupil will bring at home record
Hearing and
. Parents will sign and Recording
check Sounds in Words
.Teacher will assign one Observation
line Sheet
 story for the pupils to Writing
read Vocabulary
. Teacher will follow up
and do Information sheet
Running Record
other activities Sheet
(Administration)

INSTRUCTIONAL
PART (Peer As July to Dec. 90% of instructional
Instructional Reading . Teacher will identify Phil-IRI Result 2017 Tutor pupils
"pupils at risk" through became independent
pupils will become Tutor) the List of Identified Tutee in
independent by
December assessment from Phil-IRI Tutors/Tutees Adviser Decemebr 2017
.Teacher will identify List of Pupils at Reading
2017 pupils Risk Coord
who are capable of
becoming P.A.R.T. Forms SH
reading tutors Dolch Words in
.Conduct orientation with 4th Grade
Tutors Word Family
. Provide reading
materials to Pictures with
to be taken from
levelized simple sentence
Level 4 story
books/materials books
.Tutors will fill up P.A.R.T.
forms after tutorial
 session
to assess how far the
tutee has
gone with regard to
reading
.Adviser will observe and
re-
assess tutees
DEAR (Drop . Provide reading All pupils participated
Everything materials to Magazines Every day Pupils in
And Read all pupils Story Books Advisers silent reading
. All pupils read Newspapers
Pocket Books
Novels
Encyclopedia
Etc.
INDEPENDENT
.Teacher will Every All pupils developed
All pupils will develop a CLE (Concentrated demonstrate: Cartolina Quarter Teacher their
Language Phase 1- Reading The
big book Encounter) Starter Scissors Pupils own big book
Reading
Book Pentel Pen Coord
Phase 2- Absorbing the Crayons SH
Meaning of Text Pencil
Phase 3- Negotiating the
Text Glue
Pahse 4- Making the Big
Book Pictures cards
Phase 5-Language Chart for
 Activities children's
-sentence completion Song
Other reading (words are base in starter
programs: boook) Starter Book
-games-footprint Lesson Plans
vocabulary (finding the
DEAR meaning
LIP of words throught puzzle
PAIR (Parent
Assistance
In Improving
Reading)
KAR (Kuya And Ate
in
Reading)
CHARM ( Chat and
Read
with Me)

Formula: 50 pupils
NR- 2
Frust-20
Inst-23
Ind-5
Total-50

Target is 75%
20x.80=16