Project RACING S

Read-ability and Comprehension Improvement for New

Generation Students

Keep on practicing reading today,

keep on winning tomorrow

Proponents:

Rene V. Vicente
Raffy Jay Tamameo
Nerwejohn Umpoc
Jurille Osigan
Jymfel Galaez
 Project RACING S (Read-ability and Comprehension Improvement for New Generation Students)
Slogan: “Keep on practicing reading today, keep on winning tomorrow”

I. INTRODUCTION

Reading ability and comprehension skills are the bedrock to achieving success in life. Reading is
not just about identifying and uttering symbols written like texts and numbers but also recognizing,
understanding interpreting, and more importantly comprehending the meaning behind all those
symbols that are put together and unleash the meaning of it. These two are important skills that
students should have for them to become ready and be more equipped when time comes that they take
on their responsibilities in the society as adults and to make progressive connections within their circle
of society and in the global scale.

Before reading comprehension ability can take place in an individual, he must have to acquire
the proficiency of reading skill. Reading is the most significant skill to master in order to ensure success
in learning and from there develops and improves the comprehension ability to cement a brighter
chance in having a better future.

Sadly, in the 2018 Program for International Student Assessment (PISA) report, it revealed that
the respondents from our country got lower scores both in oral reading and in comprehension as
compared to most of the surveyed nations. The report further revealed that 80 percent of the Filipino
students around the age of 15 got a rating of 340 points in reading comprehension, which is lower than
the average of 487 points which placed the Philippines last among 79 countries that participated in the
survey.

Project RACING S (Read-ability and Comprehension Improvement for New Generation Students)
is an initiative by the BSED – English Language students of Mt. Carmel College of San Francisco, Inc.
which primarily aims at helping the junior high school students of the institution, specially those who are
in the frustration level improve their reading ability and comprehension skills, become more proficient
and independent readers in their grade level. The project includes reinforcement activities of the big six
of reading, which are: Phonics, Oral Language, Phonological Awareness, Comprehension, Fluency, and
Vocabulary.

The salient features of this project include

Developmental reading program

 Project HER (Help Everyone Read) – Grade 7
 Project Rainbow – Grade 8
 Project SAVE (Share a Verse Every day) – Grade 9
 Project Mulan – Grade 10
 Project Rider (Reading of Indigenously Developed Reading materials) – Grades 7 to 10
 Project (MMRF) Merry-Making in Reading Festival – Grades 7 to 10
 Project (SACK RACE) Save a Community Kid to Read and Comprehend Easily) – Grades 9 to
10
VISION:

Moved by the zeal of our great inspirators, Mary, Elijah, Elisha, the Carmelite Saints and its
tradition, we envision ourselves as Christ-centered, academically advanced, socially responsive
community, committed in living out the Gospel.

MISSION:

Inspired by the spirit of Jesus Christ as our Model Teacher, we commit ourselves to:

 the integrating and strengthening the Gospel values in every curricular and co-curricular
activities;
 the achieving of academic excellence through relevant Catholic Education;
 the practicing of responsible stewardship of God’s creation; and
 the fostering of justice and peace and social solidarity with our least fortunate brothers and
sisters.

PROGRAM DESCRIPTION

PROJECT RACING S (Read-ability and Comprehension Improvement for New Generation

Students) is a reading program for the junior high school students of Mt. Carmel College of San
Francisco, Inc. The project is anchored on DepEd Memorandum Order # 173, s. 2019 “Hamon: Bawat
Bata Bumabasa”, the and in response to PISA 2018 result showing the low level of reading ability and
comprehension skills of Filipino learners.

The primary objective of the project is to uplift the reading ability and comprehension skills of
new generation students and to the reduce frustration readers from Grade 7 to Grade 12. Taking into
account the COVID-19 pandemic that struck the world, the proponents recognize that the reading and
comprehension level of these students may have even lowered since the PISA 2018 result came out.
Thus, there is a need to conduct remediation activities to help improve the reading and comprehension
level of the students.

The remediation activities include the big six of reading, which are: Phonics, Oral Language,
Phonological Awareness, Fluency, Vocabulary, and Comprehension. These activities can help bridge the
gap in the students’ skills and abilities particularly in their reading and comprehension aspect to make
them proficient and independent readers in their grade level.

To identify the reading levels and difficulties both in reading and comprehension, students from
Grade 7 to Grade 10 shall undergo a PHIL-IRI Reading test. Those who will be identified in the frustration
and average levels will be enrolled in reading remediation and enhancement activities classes. Results
will be collated by the reading teachers and to be submitted to the school reading coordinator and to
the school head for creation of monitoring plans and activities and for proper tracking of the progress of
the students.
 The salient features of the project include the learners’ reading development. These are Project
HER (Help Everyone Read), Project Rainbow, Project SAVE (Share a Verse Every day), Project Mulan and
Project Rider (Reading of Indigenously Developed Reading materials. In addition to projects that will
cater the learners’ reading development, other salient features of project are added to celebrate
developments made by the students and to fulfill the mission and vision of the institution to extend
support the community. These projects include Project MMRF (Merry-Making in Reading Festival and
Project SACK RACE (Save a Community Kid Read and Comprehend Easily. The latter project answers to
the call for a need to extend help to less fortunate children in the community.

Meanwhile, to celebrate for the progress of the students and to showcase their different talents
more particularly in using the English language, the school may conduct a school-based speech, reading
and writing festival, and may participate in other English festivals within the district, division, region, and
national levels. Participating in different competitions locally and nationally will give students and
teachers alike the driving force to take seriously the remediation program and to improve the literacy
skills among learners thereby elevating the reading and comprehension situation in the school. Project
RACING S is another platform of MCCSFI with the support of the stakeholders to address the issue low
level literacy.

II. PRESENTATION OF CONCEPT

With the implementation of Project RACING S (Read-ability and Comprehension Improvement

for New Generation Students), the school shall have:

GENERAL OBJECTIVES:

1. transform Mt. Carmel College of San Francisco, Inc. into a center of excellence in reading by
producing programs and projects that foster the value of love in reading among its students and
create an environment that cultivates the culture of critical thinking in line with its mission,
vision, and goals;

2. produce contextualized and informational reading materials and reading worksheets;

3. produce quality learners who are independent and self-reliant readers;

4. increase the instructional and independent level of learners;

5. decrease the frustration readers by 5% over the previous result;

6. produce zero non-readers by the end of school year 2023-2024 and beyond; and

7. sustain support from stakeholders for the implementation, calibration and improvement of this
project and other projects related to the improvement of reading ability, comprehension, and
critical thinking skills of the students.
SPECIFIC OBJECTIVES (FOR KEY STAGE OR GRADE LEVELS)

Key Stage 3:

Grade 7 – 8:

Key Stage 4:
Grade 9 – 10:

READING COMPETENCIES

III. METHODOLOGIES

A. PRE-IMPLEMENTATION STAGE

1. Convergence of Key Players

2. Assess the needs
3. Create program partnership
4. Design the Program

Special Features of Project RACING S (Read-ability and Comprehension Improvement for New
Generation Students)

1. Project HER (Help Everyone Read)

This project will be implemented to the Grade 7 students. Teachers will allot 10 – 15 minutes
reading intervention time from Monday to Friday. Lesson will start from phoneme as “phonemic
awareness of phonemes of sounds within speech to be the root cause of the problem of most poor
readers” (Munro, 2004 & Decena 2021). In a research conducted by Decena (2021) entitled “Survey on
the Reading Difficulties of K-12 Learners in Selected Tagalog-Speaking Provinces: Basis for Intervention”,
poor pronunciation ranks number 1 among the difficulties in oral reading of students. Unfamiliarity of
new words is also seen as a factor in mispronouncing words. Thus, after teaching phonemes and
phonemic awareness, students will then be introduced to reading variety of texts.

Teaching and non-teaching personnel in the school will also spend 10 to 15 minutes every day to
help teach the students to read

2. Project Rainbow
The students will undergo a ladderized reading intervention program. Each color of the rainbow
represents the level of difficulty as well as the length of selections that students should accomplish
reading. Level of reading selection starts from easy to difficulty and from short to long passage. A
student enrolled in the program can only proceed to the next level if he/she has satisfactorily met the
required passing rate both in oral reading and comprehension questions.

3. Project SAVE (Share a Verse Every day)

Students will share a verse taken from various sources like books, bible, or internet. From the
shared verse, the student will identify difficult or unfamiliar word/s and define, explain the meaning, and
use the words in a sentence to the class. Students will also compile the verses shared on their activity
book. This can enhance the students’ ability in reading, boost confidence in speaking, and develop
critical ability in explaining something unfamiliar. Moreover, it can also help to enhance the vocabulary
of the students.

4. Project Mulan
The name is taken from the soundtrack of the Disney movie “Mulan” which is Reflection.
Reflective reading can enhance more the critical thinking of the students.

The teacher will give a short story to the students twice a week in which the students will write a
short reflection about the story on their activity notebook. Reading of the story and sharing of the
reflection will be done every Tuesday and Friday in which one student will be assigned to read and share
his/her reflection on the story in front of the class.

5. Project RIDER (Reading of Indigenously Developed Reading materials)

Students will make reading materials like big books and will be displayed in the classroom mini-
library for everyone to read. These big books can also be used as reading materials for Project SACK
RACE.

6. Project MMRF) Merry-Making in Reading Festival

To celebrate the progress of students in reading and to give recognition for their hard work and
achievements, a Reading Festival is held every fourth quarter of the school year. During the reading
festival, various contests will be held like readers theater, jazz chant, declamation, storytelling, essay
writing contest, spelling, song translation, etc.

7. Project SACK RACE (Save a Community Kid to Read and Comprehend Effectively)
As part of the school’s social responsibility to provide help to the community, Project SACK RACE
will be implemented. The name derived from the local tradition of Filipinos as a past time game of young
children.

MCCSFI will adopt a nearby community and help young children, especially those
underprivileged, and conduct a reading program to them. The students, with the guidance of some
reading teachers, will read a story to the kids, teach them how to read, and act as reading teachers by
also asking questions about the story they read. This project can benefit both the students of MCCSFI as
well as the kids in the community. The students’ can have an avenue to share their ability to read and
even improve their reading skills at the same time share their knowledge and time to the community.

B. IMPLEMENTATION STAGE

C. POST IMPLEMENTATION STAGE

IV. CULMINATION ACTIVITY / GIVING OF AWARDS

V. PROGRAM IMPLMENTATION REVIEW AND CALIBRATION

VI. REFERENCES

DECENA, A. J. (2021). A SURVEY ON THE READING DIFFICULTIES OF K-12 LEARNERS IN

SELECTED TAGALOG-SPEAKING PROVINCES: BASIS FOR INTERVENTION. International Journal of
Arts, Sciences and Education, 1(2), 219-226.

Prepared by:

RENE V. VICENTE
RAFFY JAY TAMAMEO
NERWEJOHN UMPOC
JURILLE OSIGAN
JYMFEL NAVARRO