Republic of the Philippines

Department of Education
Region V (Bicol)
Schools Division Office of Albay
Pioduran West District
TIBABO ELEMENTARY SCHOOL
Pioduran, Albay

SCHOOL LITERACY APPLICATION PROJECT IMPLEMENTATION

School Year 2022-2023

A. PROJECT CONTEXT
PROGRAM/ Estudyante Ta, Tabangan Ta!
PROJECT (Reading Program for Struggling Readers)
DESCRIPTION Gabay asin Antabay
(Intervention Plan for Grade 4 to Grade 6 Struggling
Readers)
Name of Reading
Ma. Francia N. Bulacan
Coordinator
School, District Tibabo Elementary School, Pioduran West District
Key changes in my Reading interventions are activities and strategies
school as a result of that help struggling readers develop their ability to
this project read. The Proposed Reading Intervention Program
aims to:
What key changes do a. help pupils acquire the skills and knowledge
you want to see in your they need to read grade-level text fluently and with
school as a reading good comprehension
coordinator? b. develop self-esteem through acquisition of
reading and writing skills and learning strategies
c. improve ability to decode, comprehend, study
skills and test taking strategies across different
learning areas
d. focus on literacy as a fundamental skill, widen
vocabulary and strengthen higher order thinking
skills
e. systematize the reading process and ensure
a systematic approach to bridge gaps in learning of
What are your specific pupils at risk
verifiable indicators of
these changes? Anchored on DepEd Memo No. 39, 2012
(Policy Guidelines on Addressing Learning Gaps
and Implementing a Reading and Writing Program)
and DepEd Order No. 14, s. 2018 (Policy Guidelines
on the Administration of the Revised Philippine
Informal Reading Inventory), Tibabo Elementary
School will continuously work towards ensuring that
no learner is left behind through conduct of
Intervention Programs for learners who were
identified as having Instructional, Frustration or
 Struggling Levels of Reading; decreasing their
number, if not fully eradicating them.

Target Competency The teachers will have to make sure that the
Improvement pupils have access to interesting books that vary in
level of difficulty. Mini libraries should be available in
What reading
coordinator/ teacher all classrooms and have to be accessible to the
competencies will you learners where they can freely explore the wide
apply through your array of reading materials all year round.
project? Identify
maximum of three that The pupils should be given the chance to
are directly related to choose their reading pairs or reading groups where
your project.
they get to share and brainstorm ideas about the
selection that they opted to read. They also have to
answer comprehension questions through group
discussion after reading the text. In addition, each
learner has to be given the chance to read words,
phrases, and paragraph a day to the class.

Even if the pupils can access the reading

materials anytime during their free time, the
teachers still have to make sure to track the
learners’ progress to find out their improvement or
progress in reading. Individualized reading activities
are to be given to learners identified as frustration
and non-reader levels to ensure that they are given
priority. In addition, the teachers should incorporate
spelling exercises, words, phrases and sentence
drills in the lessons both in English and Filipino to
ensure that all learners are given opportunity to
learn new words everyday thus, improving their
vocabulary; regardless of how gradual the good
results show.
Describe the current
situation (Problem or
Opportunity) in your Based on the results of the Phil Iri Pre Assessment
school that you need for the School Year 2021-2022, it was found out that
to address) 23 pupils still belong to Frustration Level for English
and 16 for Filipino.
Give specific, 23 out of 62 learners from Grades 4 to 6 belong
quantifiable and to independent readers and 23 out of 62 in Filipino
observable details. from Grades 3 to 6.
 Project Objectives
SMART
To increase learners who are independent
Specific, Measurable,
readers by 95% at the end of June 2023.
Attainable, Result-
Oriented, Time-bound
Start of Project September 2023
Length of Project 9 months
Expected Output 100% pupils who are readers and can comprehend
grade-level texts
Beneficiaries Pupils from Grades 3-6 for Filipino and Pupils from
4-6 for English who belong to Frustration and
Instructional Level after the Conduct of Phil Iri Pre
Assessment
Identify Success Lower percentage of Frustration and Instructional
Indicators or Measure Levels for Phil Iri Post-Test compared to the pre-
of Success Test.

B. ACTION STEPS
I. PRE-ASSESSMENT
Objectives Activity/ Time Frame Materials Persons Expected
Strategies Involved Output/
Remarks
I. Orient -Attend Division August 2022 Teachers, Notes
teachers Orientation School Head,
regarding the -Sek permission Reading Minutes of the
conduct of Phil from School Head Coordinator Meeting
Iri -Group Discussion
II. Identify -Secure resources September Phil Iri Group Grade III-VI Phil-IRI GST
reading from LRMDS 2022 Screening Test Teachers, Result
difficulties/level -Conduct Phil-Iri (First and (GST) Kit Reading
Group Screening Second Week) Teacher, Pupils
Test
(Filipino and
English)

III. Identify -Conduct September Graded Grade III-VI Individual

Reading Level Individualized Phil 2022 Passages Teachers, Summary
through Iri Assessment for (First and Set A, B, C, D Reading Record
Graded pupils who did not Second Week) Teacher, Pupils
Passages pass GST
(Pre Test)
III. Conduct -Set Schedule of September Letter of School Head, Minutes of the
meetings with Meeting 2022 Communication parents, reading meeting
parents of the -Write Letter To (Third Week) Coordinator
children Parents
involved in the -Communicate
program results of
 Assessment and
discuss plan for
intervention
III. PROJECT IMPLEMENTATION/SPECIFIC ACTIVITIES
Five Words a Day
Group Reading
The teacher presents five words to be encountered in the reading selection.
Use the words in phrases and sentences.
Reading the selection.
Shared Reading
Group Session
Have the pupils read a selection or paragraph.
Ask each member to retell the selection read, to identify how they understand what was read.
Conduct a comprehension check-up.
Pleasure Reading
Individual Reading Activity
Let pupils select interesting book. from the available reading materials.
Allow the pupil to read alone silently
Have them read aloud and correct common errors committed.
Conduct a comprehension check-up.
Assisted Reading
Individual Guided Reading
The teacher conducts individual reading activity to identify slow/non-readers.
These readers are given reading booklets which the teacher provided and identified as suited to their
level.
The teacher assists these readers one by one while independent readers can choose books to read on
their own.
Book Share
Peer Group Activity
The class will be divided into small groups.
Each member will select his best liked book, read it silently.
Each member will retell the story to the group.
Mentoring
Paired Reading
Identified independent readers are requested to assist slow readers in paired reading exercises.
Read-A-Thon
Individual Reading
This is done to track pupils’ reading progress.
Pupils are provided with Reading Materials which varies in length and level of difficulty.
They have to answer questions after reading the given material.
Vocabulary Word Bank
Individual Activity
The teacher posts new set of words every week related to the lesson’s theme in English.
Pupils will unlock meaning using various strategies (context clue, guide questions, sentence frames).
Paragraph a Day
Peer Group Activity
Each pupil is assigned to read a short paragraph on assigned day.
The class will then share what they understood from the paragraph shared by their classmate.
III. Post-ASSESSMENT
Activity/ Activity/ Activity/ Activity/ Activity/ Expected
Strategies Strategies Strategies Strategies Strategies Output/
Remarks
I. Evaluate the -Conduct June 2023 Graded Grade III-VI Individual
reading skills Individualized Phil (Third Week) Passages Teachers, Summary
of pupils Iri Assessment for Set A, B, C, D Reading Record
pupils who did not Teacher, Pupils
pass GST (Post
Test)
III. Report -Set Schedule of June 2023 Letter of School Head, Minutes of the
pupils’ Meeting (Fourth Week) Communication parents, reading Meeting
performance to -Write Letter To teacher
parents Parents
-Communicate
results of
Assessment

C. REQUIRED RESOURCES
Milestone Resources Budget Approvals
Needed Needed
Phil Iri Pre Test Test Materials
(coupon bond, ink, Php 300.00 School Head
pencils, etc.)
Implementation Printing and
of Project Distribution of
Reading Materials School Head
Php 500.00
and and Parents
Communication
Letters
Phil Iri Post Test Reports and Test
Php 300.00 School Head
Materials

D. RISK MANAGEMENT PLAN

If Risk Happen,
Impact on Specific Action
Specific Action to
Milestone Likely Risk Project if Risk to Prevent the
Soften the Impact
Happens Risk
of the Risk
Phil Iri Pre Scheduled Pre Delay on Proper Assist teachers
Test Assessment not implementatio orientation and who are not able
followed n of project time to conduct Phil Iri
management Pre Assessment
on time scheduled

Pupils who do not Talk to the

 think much about Unreliable Talk about the learners and
the assessment results importance of request them to
and are not taking the review answers
it seriously assessment before final
(for GST) and give clear submission
instructions
Implementatio Uncooperative Little or no Proper Home Visitation
n parents improvement orientation and
of Project on the learner communication

Phil Iri Post Little or no Not fully Exert more Talk to the parents
Test improvement eradicating time, effort, and retain the
despite all efforts learners under and even pupil on current
exerted Frustration or resources Grade Level
Non-Reader
Level Engage
parents and
stakeholders

Prepared by:

MA. FRANCIA N. BULACAN

School Reading Coordinator

Noted:

ALMA M. OSIA
School Head