TEOFILO V.
FERNANDEZ ELEMENTARY SCHOOL
BUHANGIN DISTRICT, DAVAO CITY
GENUINE LOVE FOR READING
RATIONALE
Teaching reading is one of the most exciting yet vital tasks in both the teacher
and the pupil. It is exciting because if given the strong foundation, reading can
disclose knowledge beyond one’s imagination. It is vital, on the other hand, because if
it is not taught early and properly, reading can be very frustrating to a child.
Moreover, reading does not come naturally, it must be taught and if we, educators fail
to teach our children how to read, we are as a people most responsible for letting our
children fail.
The basis for literacy is the ability to communicate effectively and collectively
lies on the child’s ability to read, write, speak and listen. If a child is not literate,
he/she is more likely to fail in any academic area and cannot function well in daily life.
The California Task Force on reading, Every child a Reader, 2000, quoted from e-
reading program’s overview said “Reading is the most important academic skill and
the foundation for all academic learning. If our children cannot read, they are on the
road to academic failure. Teaching children to read must be our highest priority.”
In addition to this statement, DEPED initiated a National Reading Program,
Every Child a Reader program (ECARP-DEPED order No. 45, 2002) which envisions
every child to become a reader by the time he/she finishes Grade 3. In support to this
initiative, Teofilo V. Fernandez Elementary School of Buhangin District, Davao City,
develops its own reading program called GENUINE LOVE FOR READING Program that
will help our pupils achieve literacy.
GENUINE LOVE FOR READING aims to use the principles and strategies in
teaching reading presented in the e-Reading Program as one of the tools on its
implementation and Phil-IRI as its assessment tool at the end of the school year. It
also seeks other strategies and interventions in teaching reading from progressive
schools through seminars.
GENUINE LOVE FOR READING foresees a child who can read, experience and
appreciate the joy in reading as they discover new things. Bernard Shaw
said. “What we want to see is a child in pursuit of knowledge and not knowledge in
pursuit of the child.” This is the kind of child GENUINE LOVE FOR READING envisions to
become. After all, reading as a process is like a journey. Let us then make it a
meaningful and enjoyable adventure for them!
BACKGROUND
As of last year’s Phil-IRI result, pretest in English showed that 4.95% are non-
readers, 75.81% are frustration level, 14.75% are instructional level and 4.49% are
independent level. Posttest in English showed that 3.66% are non-readers, 65.54% are
frustration level, 19.97% are instructional level, and 9.42% are independent level.
Pretest in Filipino showed that 5.42% are non-readers, 53.75% are frustration level,
21.06% are instructional level and 19.76% are independent level. Posttest showed
that 2.23% are non-readers, 59.73% are frustration level, 27.79% are instructional
level and 10.25% are independent level.
ENGLISH PRETEST GST FILIPINO PRETEST GST
CLASS SIZE
SCORES MARKA
GRADE Discontinue Continue Ihinto Magpatuloy
(14 and above) (13 and below) (14 and above) (13 and below) MALE FEMALE TOTAL
Femal Femal
Male Female Total Male e Total Male Female Total Male e Total
III 22 33 55 115 79 194 137 112 249
IV 5 9 14 166 146 312 35 62 97 136 93 229 171 155 326
V 24 34 58 171 137 308 54 86 140 141 85 226 195 171 366
VI 13 15 28 117 130 247 2 4 6 128 141 269 130 145 275
TOTA
L 42 58 100 454 413 867 113 185 298 520 398 918 633 583 1216
ENGLISH PRETEST STAGE 2
Student Movement Reading Level Profiles
Total Number of Stage 2 Non- Instructiona Independen
L.E. T/I T/O N.L.S. Frustration
Takers Reader l t
M F M F M F M F M F M F M F M F
1 1 0 0 2 0 0 0 312 21 8 128 119 11 10 5 10
0 0 1 2 2 2 0 0 307 7 3 98 81 55 42 10 11
1 0 2 1 2 0 0 0 249 3 1 112 120 3 7 0 3
2 1 3 3 6 2 0 0 868 31 12 338 320 69 59 15 24
FILIPINO PRETEST STAGE 2
Student Movement Reading Level Profiles
N.L.S Total Number of Stage 2 Non- Instructiona Independen
L.E. T/I T/O Frustration
. Takers Reader l t
M F M F M F M F M F M F M F M F
1 0 0 3 2 0 0 0 196 21 5 31 20 32 19 30 38
1 1 0 0 2 0 0 0 229 9 5 98 55 14 15 14 19
0 0 1 2 2 2 0 0 225 5 3 77 30 34 19 24 33
1 0 2 1 2 0 0 0 271 1 1 96 88 21 40 11 13
3 1 3 6 8 2 0 0 921 36 14 302 193 101 93 79 103
ENGLISH POSTTEST GST
Student Movement POSTTEST GST TAKERS SCORES
N.L.S Discontinue Continue
L.E. T/I T/O
. MALE FEMALE TOTAL (14 and above) (13 and below)
M F M F M F M F Male Female Total Male Female Total
0 0 9 4 4 1 0 0 170 150 320 10 20 30 160 130 290
0 0 6 0 1 6 0 0 175 131 306 45 71 116 130 60 190
0 0 2 5 3 1 0 0 117 135 252 7 14 21 110 121 231
1
0 0 7 9 8 8 0 0 462 416 878 62 105 167 400 311 711
FILIPINO POSTTEST GST
Student Movement POSTTEST GST TAKERS SCORES
N.L.S Discontinue Continue
L.E. T/I T/O
. (14 and above) (13 and below)
MALE FEMALE TOTAL
Mal
M F M F M F M F Male Female Total e Female Total
0 0 2 0 3 2 0 0 113 80 193 26 40 66 87 40 127
0 0 13 5 2 3 0 0 146 96 242 44 41 85 102 55 157
0 0 8 0 0 9 0 0 148 76 224 54 37 91 94 39 133
0 0 0 3 3 1 0 0 126 144 270 6 8 14 120 136 256
0 0 23 8 8 15 0 0 533 396 929 130 126 256 403 270 673
ENGLISH POSTTEST STAGE 2
Reading Level Profiles
Total Number of Stage 2
Instructiona Independen Remarks
Takers Non-Reader Frustration
l t
M F TOTAL M F M F M F M F
160 130 290 13 4 110 88 18 23 19 15 VALID
130 60 190 8 1 85 37 33 16 4 6 VALID
110 121 231 0 0 81 65 24 38 5 18 VALID
400 311 711 21 5 276 190 75 77 28 39
FILIPINO POSTTEST STAGE 2
Total Number of Stage 2 Reading Level Profiles
Remarks
Takers Non-Reader Frustration Instructional Independent
M F TOTAL M F M F M F M F
87 40 127 2 0 44 19 33 11 8 10 VALID
102 55 157 7 1 75 37 11 11 9 6 VALID
94 39 133 4 1 55 23 32 14 3 1 VALID
120 136 256 0 0 86 63 23 52 11 21 VALID
403 270 673 13 2 260 142 99 88 31 38
PHIL. IRI RESULT in ENGLISH
2019 - 2020
80.00%
75.81%
70.00%
65.54%
60.00%
50.00%
40.00% Pre Test
Post Test
30.00%
19.97%
20.00%
14.75%
9.42%
10.00%
4.95% 4.49%
3.66%
0.00%
Non Reader Frustration Instructional Independent
PHIL. IRI RESULT in FILIPINO
2019 - 2020
70.00%
59.73%
60.00%
53.75%
50.00%
40.00%
Pre Test
Post Test
30.00% 27.79%
21.06%
19.76%
20.00%
10.25%
10.00%
5.42%
2.23%
0.00%
Non Reader Frustration Instructional Independent
The graph shows that in English, non-readers decreased by 1.35%, frustration
level decreased by 10.27%, instructional level increased by 5.22%, independent level
increased by 4.93%. In Filipino, non-readers decreased by 3.19%, frustration level
increased by 5.75%, instructional level increased by 6.73%, and independent level
decreased by 9.51%. Although there is a considerable improvement in the posttest
Phil-IRI result as compared to pretest Phil-IRI result, there is still a need to bring the
pupil’s reading level to a higher ground.
Some of these pupils possibly belong to families who lack exposure to books
and with parents who are less supportive of their studies, other manifest symptoms of
learning or intellectual disability and still others simply lack the motivation to read
because of what other media offer which may be more interesting.
Because of this, the Administration, the English and Filipino Reading
coordinators and advisers from Grade 3 to Grade 6 sat down and came up with a
reading program to meet the needs of these identified and all pupils of the school as a
whole. It was agreed that GENUINE LOVE FOR READING Program that presents rich
and varied strategies and activities suited for the different reading levels.
READING PROGRAM ACTION PLAN
SY 2019-2020
OBJECTIVES ACTIVITIES PERSONS TIME SUCCESS
INVOLVED FRAME INDICATOR
To assess the Assessment of Grade III-VI Pupils
reading level students’ reading Teachers Report on Phil-IRI
of the level by Phil-IRI District/School JUNE TO Pretest
students (Phil-IRI Pretest in Reading JULY
through Phil- English Grade 3 to Coordinators
IRI grade 6) Administrators
PSDS
To give Selection and Level of support to
orientation on classification of the Program
the nature, students who will Parents
scope and undergo on the Teachers
rationale of whole year Reading coordinator JULY
the remedial Remedial Reading Principal
reading to class.
students and
parents for Information
familiarity and dessimination and
stimulate orientation of
students’ love parents and
for reading. students through
personal
conversation.
●Teach the pupils Pupils’
To improve to recognize letter participation
the reading sound. Pupils can
abilities of the ●Letter naming Teacher AUGUST TO recognize words
pupils and and recognition Pupils OCTOBER with the same
reduce the ─ Letter and initial sound and
percentage of sound matching words with the
slow readers ─ Letter reading same ending
and readers- and writing sound
at-risk using practice
the phonics ●Phonemic
approach. Awareness
●Picture and
sound matching
●Rhyming word
activities
● Decode word by Pupils can sound,
To work out word families blend and read
the early ─short vowel Teacher Adviser NOVEMBER words in CVC,
decoding skills sounds a, e, I, o, u Pupils TO CVCC pattern
In cvc pattern JANUARY
─long vowel words Pupils can read
with silent e phrases,
ending in cvc a sentences, a 3-5
pattern sentence story
─words with vowel answer questions
diphthongs about the story
ay,ai,oa
─consonant
digraphs ch, sh
─consonant blends
(initial and final)
To evaluate Evaluation of Teacher FEBRUARY Phil-IRI Post test
the reading levels Pupils reading report
improvemet of through Phil-IRI
the student’s Post test
reading
proficiency
APPROACHES and STRATEGIES USED
1. The Multi-Sensory Approach by Beth Slingerland is A_V_K in nature,
that is, Audio-Visual-Kinesthetic. Phonemes are taught with key words so the
pupils will better remember sounds of letters, learn to break or make words by
phonemes and learn spelling skills. They say aloud the letter name, keyword
and the sound of the phoneme as they write it in the air and trace it on paper.
They hear the sound, see the information of the letters as they move their
fingers-three sensory are involved simultaneously. One sentence is given per
day from which phonemes and sight words are introduced. After the sentence is
completed, wh- questions are asked to check comprehension. Finally, the pupils
draw the sentence based on how they understand it.
2. Graphic Organizers are reading skills presented in fun graphics. These
help the pupils organize their thoughts in specific reading skills like sequencing
events, noting details, comparing and contrasting, main idea, etc.
3. E-reading program
3.1 Emergent Literacy is the stage when a child acquires awareness
about oneself, others and the environment, concepts, symbols for
communication, skills to live like motor skills, social skills to develop
appropriate behavior for integration and interaction and skills in reading
and writing for survival. Strategies are play, hands-on activities, concrete
and manipulative materials.
3.2 Phonemic Awareness is not only the recognition that words are
made up of small sound units. It is the ability to break down, manipulate
and blend phonemes. It also involves an understanding of the ways that
sounds function in words. Strategies are Word Beginning/sound block,
Clapping and tapping, Keyword Substitution, Picture flashcard.
3.3 Phonological Awareness is the ability to recognize that words are
made up of a variety of sound units. Strategies are clapping the sounds in
words and blending phonemes to say words, as well as less directed
activities like songs and nursery rhymes are important in developing this
auditory skill.
3.4 Phonics Instruction Phonics instruction connects phonemes with
written letters so that they can transfer their knowledge of sounds to the
printed word. The goal of phonics instruction is to help readers quickly
determine the sounds in unfamiliar written words. The purpose of phonics
instruction is to enable students to understand the relationships between
written letters and spoken sounds. Strategies are Synthetic Approach,
Analytic Approach such as using analogy, Phonics through spelling and
Onset-rime phonics.
3.5 Word Recognition Word recognition and comprehension are
interrelated in the sense that when children read meaningful materials,
their understanding of what they are reading helps them decode
unfamiliar words. Approaches are Fuller Approach, Phono-Visual Method,
Modified Marungko Method (Decoding in Filipino). Strategies are phonetic
analysis, Contextual Analysis, Spelling pattern, Structural Analysis, Sight
Words identification.
3.6 Vocabulary Development is the process whereby speakers of
language enhance their working vocabularies with new words. Strategies
are synonyms, words with multiple meanings, words that represent
concepts, independent word-learning, using dictionaries, identifying and
using context clues, part-word clues/morphology, and computer-assisted
vocabulary instruction.
3.7 Fluency is the ability to read aloud expressively and automatically with
understanding. It is also defined as the ability to read connected text
rapidly, smoothly, effortlessly, and automatically with little conscious
attention to the mechanics of reading such as decoding. Strategies are
student-adult reading, choral reading, tape-assisted reading, partner
reading, reader’s theatre, echo reading, listening as a classroom activity,
jazz chant, poem/rhyme reading.
3.8 Making Comprehension can be taught using both informative and
narrative text (Literature). The teacher’s role is to help readers use,
extend and integrate their knowledge of the language written; knowledge
of the topic; knowledge of culture; knowledge of strategies to make
meaning. Strategies are best taught in meaningful context.
Comprehension Instruction should build on the reader’s existing
knowledge of the oral and written language with their new knowledge. If
the material is authentic, interesting and relevant to the reader,
comprehension is greatly enhanced.
*Definition and information are taken from e-reading program.
Prepared by:
MARNIE GRACE M. MERQUITA
School English Reading Coordinator
Noted by:
NIDAPONSA L. ABARQUEZ
Principal II
READING PROGRAM IMPLEMENTATION MATRIX
STAGES ACTIVITIES STRATEGIES TOOLS OUTPUT OUTCOME
Stage 1 Find out the Conduct Phil-IRI Passages Class Reading Awareness
Baseline reading Phil-IRI pre- Proficiency/Lev of
Test ability/level tests el Profile learners’
(June- of the reading
July) learners proficiency
/level
- Group the - Identify - Phil-IRI Results - Profile of - Learners
learners learners - Assessment learners per are
according to under Non- tools to reading level exposed
their reading Reader, evaluate/categ - Reading and
proficiency/l Frustration, orize materials Corner with provided
evel Instruction according to categorized/so with
- Classify/sort al and degree of rted materials reading
reading Independe difficulty materials
Stage 2
materials as nt according
Categoriz
to degree of - Label the to their
ing
difficulty and materials level
(July)
as to accordingly
learners’ - Establish
needs Reading
Corner
- Establish
School
Reading
Center
- Conduct - Big Books - Readers’ - Learners
reading - Basic Sight Portfolio/Journ gradually
Implement remediatio Words al overcome
Action Plan n as - eBooks - Tracking reading
on Reading scheduled - Storybooks Reading Record difficulty
Program *DEAR - Worksheets - Individual -
Stage 3 * ELL - Downloaded Reading Addressing
Interventi
* Peer Materials - Teachers’ learners’
on I
(July- Reading - Learners’ Journal needs
October) * RRI Journal appropriat
* Tutoring ely
* Pull-Out - Learners
*Individuali develop
zed the love of
* Read-A- reading
Thon
Stage 4 Find out the - Conduct - Mid- - Updated Class - Progressi
Mid- progress of Mid- Assessment Reading ng
Assessme learners’ Assessmen Tools Proficiency/Le reading
nt reading t - Tracking vel Profile abilities
(October) proficiency/le - Evaluate Record - Learners’
vel and assess - Passages needs
the have
tracking been
record of evaluated
each - New
learner interventi
ons will
be crafted
and to be
applied
