PROJECT ICARE ACCOMPLISHMENT REPORT
SY. 2020-2021
I. INTRODUCTION
English is the medium of instruction in all of the subjects in high school, thus, comprehension is
a vital tool in processing the bulk and complexities of knowledge, information, and skills in various
learning activities that endeavors the learners” progress.
It has been noted that in the last school years the prevalent concern among English teachers and
other subject teachers who use English language as a medium of instruction, is poor comprehension.
The Elementary teachers had conducted a series of assessment to ascertain if students"
comprehension level suit with their grade level and based on the results, it had been found out that
students have reading deficiency.
Since reading comprehension is indispensable tool in learning and understanding other subjects,
therefore intervention must be provided to enhance reading comprehension among Elementary
students
Also, with the implementation of the K TO 12 Basic Education curriculum with an aim to
produce graduates that are globally competitive, enhancing reading comprehension is a must, so this
Project initiative by the School Pupil Government was conceptualized.
II. PROJECT DESCRIPTION
This Project was conducted by the Proponent, the School Pupil Government among the 20
students of Grade Two students. The Phil-IRI or The Philippines Informal Reading Inventory was
used in determining the respondents reading level in areas of word recognition and reading
comprehension.
This was conducted by each officers of School Pupil Government to their respondent of Grade Two
students in their respective house following the safety protocol.
The effectivity of this project was determined by comparing the pre-test and post-test in reading
comprehension.
III. PROJECT OUTCOME
As the specific objectives of this project, its outcome will be beneficial among the students-
respondents by increasing their comprehension level through decoding meaning that could capture
their attention. It is therefore, projected that there will be a positive result in students’ participation
in other subject areas, since
they are likely to be motivated to participate in the class lectures and activities since most of the
subjects uses as the medium of instruction.
IV. METHODOLOGY
The Phil-IRI was used to assess the reading comprehension level of Grade Two students
before and after the implementation of the ICARE Project. SPG conducted the pre-test and they
were classified if they were frustration, instructional or independent readers.
The SPG Officers selected twenty reading selections composed of one -two paragraphs and
constructed five (5) comprehension question for that selection.
five(5) to ten(10) minutes was allotted to the students for the oral reading and the answering of
the comprehension questions. Then the Officer of SPG read/ facilitated in the reading of the
selections.
Scores was recorded to ascertain the trend of the students comprehension level. The post-test was
conducted after 10 week implementation of the ICARE Project.
V. SCHEDULE ACTIVITIES
ACTIVITIES TIME FRAME PERSONS RESPONSIBLE
Conduct the pretest July 2020 SPG
Determine students’ reading level July 2020 SPG
Selection, preparation and August 2020 SPG
reproduction of reading selections
Implementation of the I CARE September to December 2020 SPG
Project
Conduct the Post-test December 2020 SPG
Reporting and Evaluation January 2021 SPG
VI. ACCOMPLISHMENTS
ACTIVITIES TIME FRAME PERSONS RESPONSIBLE
Conduct the pretest July 2020 Adviser
LEARNING DELIVERY
Determine students’ reading level
July 2020 MODALITIES
AdviserCOURSE
Selection, preparation and August 2020
reproduction of reading selections
2 for
Adviser
Teachers
Implementation of the I CARE September to December 2020 SPG
Project
Conduct the Post-test December 2020 Adviser
Reporting and Evaluation January 2021 SPG
Table 1: Pre-test Reading level of the Respondents
Frustration % Instructional % Independent % Total
10 41.67 14 58.33 0 0 100
Table 1 shows that there were 10 frustration readers comprising 41.67 % of the total 24
students translated as reader who have a reading ability of lower than their actual grade level and
14 instructional readers comprising 58.33 % which means that almost 100 % of this readers read
one (1) grade lower than their actual reading level and before the implementation of the I CARE
Project There were no independent readers or readers that can read at their own corresponding
grade level. The actual reading level of students is the corresponding level they are also enrolled,
and since the students-respondents are in Grade Two, therefore the expected reading ability of
the students should be Grade Two.
Table 1: Pre-test Reading level of the Respondents
Frustration % Instructional % Independent % Total
3 12.5 19 79.17 2 8.33 100
Table 2 shows that after the implementation of the I CARE Project, there were 3 Frustration
readers; readers still reading two (2) grades lower than their actual reading level , comprising
12.5 % of the total student-respondents; 19 instructional readers or equivalent to 79.17 % of the
total respondents can read one (1)grade lower to their actual reading level; and there are 2 or
about 8.33 % who can read at their actual reading level or considered as independent readers.
VII. CONCLUSION/RECOMMENDATIONS
LEARNING DELIVERY MODALITIES COURSE
2 for
The I CARE Project was found effective specifically in students" reading level as manifested
in the difference between the pre-test and post-test results of the respondents.
Teachers
It showed that the reading comprehension of the students participants in this Project had
improved after a ten-days implementation of the said Project. It also showed that students"
attendance to the said project is positive, this further implies that if constant intervention or
implementation of an activity engaging to any reading activity may help improve if not
compensate the backlog years of reading deficiency among students.
During the implementation of the Project, the SPG Officers find difficulty in the attendance
of students, since the situation of our student now is limited they cannot able to go outside . She
also finds that aside from engaging students in a 5-minute reading comprehension sections, it
would be best if spelling and unlocking of vocabularies be introduced, since some of the
students asked meaning of some words or may even ask the teacher to translate it in the
vernacular.
In all, this project has manifested an improvement in the students" reading comprehension ,
therefore the ICARE Project should be implemented and/ or adopted by other sections in the
school.
BEFO
RE
THE
IMPL
EME
NTAT
ION
LEARNING DELIVERY MODALITIES COURSE
2 for
Teachers
LEARNING DELIVERY MODALITIES COURSE
2 for
Teachers
These are the material needed for the
implementation of the ICARE Project. Reading
material from Phil-IRI. This is during the pre-test
conducted by the SPG Officers to know the reading
ability of the student whether they are fall to
frustration, Instructional or Independent.
DURI
NG
THE
IMPL
EME
NTAT
ION
LEARNING DELIVERY MODALITIES COURSE
2 for
Teachers
LEARNING DELIVERY MODALITIES COURSE
2 for
Teachers
During the implementation of ICARE Project, the SPG
Officers takes the lead of enhancing the reading
comprehension of Grade Two students where in they
dedicatedly give their effort to their assign duties .
AFTE
R
THE
IMPL
EME
NTAT
ION
LEARNING DELIVERY MODALITIES COURSE
2 for
Teachers
LEARNING DELIVERY MODALITIES COURSE
2 for
Teachers
After the implementation there is an improvement in the
students" reading comprehension , therefore the ICARE
Project should be implemented and/ or adopted by other
sections in the school. There is the increase in instructional
level, lower in frustration and now have an independent
reader.
Prepared by:
KASSANDRA R. MERCADO
SPG President
Noted:
EDNA E. FALCUNITIN
Principal I
LEARNING DELIVERY MODALITIES COURSE
2 for
Teachers
