I.

TITLE OF THE PROJECT

Project RAM (Read and Mind)

II. RATIONALE

Literacy is one of the most fundamental skills a child can learn. Reading is the

foundation for all academic learning. Learning to read, write and count is crucial to a

child’s success in school and in later life. Literacy improvement is one of the priorities

of the Department of Education (DepEd). It is anchored on the flagship program of

the Department: “Every Child a Reader Program,” which aims to make every Filipino

child a reader and a writer at his/her grade level. Based on the collected data, from

the results of PHILIRI for school year 2023-2024. The data revealed that most of the

learners are in the instructional and frustration level. Canda Elementary School has

several existing reading intervention programs to address such matter. Through this

situation, the school comes up with intervention program that will hopefully help to

improve the reading performance of the pupils such as Project RAM.

BRIEF DESCRIPTION OF THE PROGRAM

Project RAM (Read and Mind) focuses on the reading and comprehension level

of the pupils from Key Stage 1 and Key Stage 2. It consists reading intervention

activities such as 12 O’CLOCK HABIT. Under 12 O’Clock habit are reading activities

to be conducted during lunch breaks such as 1-3-5 (1 Story-3 Comprehension

Questions-5 Vocabulary Words); Reading in Tandem (Peer Tutoring); One on

One.

In 1-3-5, the teacher will provide 1 story with 3 comprehension questions and 5

vocabulary words for the learner. The materials can be either localized or

downloaded from DepEd resources.

create an environment of belongingness. The independent readers will serve as the

guide of the learners in the instructional and frustration level.

One on one is a strategy to be facilitated by the teacher-adviser. Conduct of

one-on-one reading assessement should be done frequently among learners in the

frustration level.

. These activities are also used during Catch-Up Fridays and the teachers should

conduct evaluation to test its effectiveness. At the end of the school year, the number

of instructional and frustration learners are expected to decrease upon utilizing this

reading intervention program.

III. OBJECTIVES

 Increase the number of independent level learners and decrease

instructional and frustration level learners

 Increase the comprehension level of school learners in reading

 Develop a good study habit among instructional and frustration level

learners

 Raise the quality of Language and Reading instruction to increase MPS in

the different assessment and test provided to learners

IV. KEY PLAYERS

 School Head, Key Teacher, Stakeholders, Parents, and Peers

V. DESIGN AND IMPLEMENTATION OF INNOVATION/ BEST PRACTICE

(1) teachers will identify the number of frustration level learners (2) the Reading

coordinator will verify the data of frustration level learners and will inform the school

head about the situation, with this, the school head and Reading coordinator will

agree to have an intervention program (3) An observation-analysis and assessment

will be done by the teachers (4) LAC Session will be done to disseminate the

information about the program, the teachers agreed on how the program would flow

and how they would facilitate the program (5) the school inform the parents about the

program, an orientation will be done on the first week of implementation of the

program (Note: the school can use different platforms in communicating the parents

of the pupils who are involved in program by means of text message or call, video

call, using messenger and Facebook) (6)the remedial and enrichment teaching

proper will be administered and it will be facilitated by the class adviser (7) the class

adviser will monitor the progress of the program, weekly progress chart based on

their attendance in every activity and monitoring tools in developing good study

habits.

VI. MONITORING AND EVALUATION

 The school head, Reading coordinator and co-coordinator take charge of the

overall supervision of the program.

 The teachers/advisers are responsible to make the necessary activities that

this program covers.

 The class advisers are the one who will facilitate the program in their

respective time for remediation.

different monitoring tools that this program provides.

 The class adviser should inform the school principal or the Reading
coordinator if their encountered problems ahead of time for appropriate
action.
 The reading coordinator and co-coordinator collect the data made by the
adviser to see the progress of the program.
 Evaluation of the result of the program should be administered to gauge the
effectiveness of the said program.

VII. Activities

 Identified frustration and instructional level learners from Key Stage 1 and
key Stage 2
 Dissemination of the program through LAC session
 Setting the schedule, flow and agreement of the program.
 Provision of the materials to be used to be done by the teacher in charge
in Reading.
 Remedial teaching proper to be facilitated by the class adviser in their
respective time for remediation
 Pupils who perform well in reading can be a little tutor/teacher to help the
adviser in facilitating the activities.
 Class adviser must complete the monitoring tools to be submitted to
Reading Coordinator and co-coordinator to monitor the progress of the
program.

Prepared by:

RAMCIS MARK D. RAGO

Noted:

MARIA ALETH C. BALOTE

Checked:

CARLITO B. GUNAY
District Supervisor