Republic of the Philippines

Department of Education
National Capital Region
Schools Division Office of Taguig City and Pateros
STAND ALONE SENIOR HIGH SCHOOL WITHIN TAGUIG INTEGRATED
SCHOOL
Liwayway St. Sta. Ana, Taguig City

PROJECT F.R.I.D.A.Y

( FOUR-STAGE READING INTERVENTION TO DEVELOP APTITUDE of YOUNG Adult Learners)

JACQUELINE S. MATILLANO
MASTER TEACHER II

JENEFFER R. MARIANO
PRINCIPAL II

STAND ALONE SENIOR HIGH SCHOOL WITHIN TAGUIG INTEGRATED SCHOOL

JANUARY 2023

PROJECT PROPOSAL FOR READING INTERVENTION

Liwayway St. Sta. Ana, Taguig City

(02 8516-0150
340710@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Taguig City and Pateros
STAND ALONE SENIOR HIGH SCHOOL WITHIN TAGUIG INTEGRATED
SCHOOL
Liwayway St. Sta. Ana, Taguig City
PROJECT FRIDAY
I. Title: F.R.I.D.A.Y. ( FOUR-STAGE READING INTERVENTION TO DEVELOP APTITUDE of YOUNG Adult
Learners)
II. Proponent: Jacqueline S. Matillano
III. Target Beneficiaries: Grade 11 and Grade 12 Students
IV. Project Background

To effectively address the learning gaps brought about by the COVID-19 pandemic that greatly affected the
students' coping mechanisms and in preparation with DepEd’s Learning Recovery Plan, Stand Alone Senior High School
within Taguig Integrated School conducted the assessment using the PHIL-IRI as a tool to identify students that needs
further testing, students identified as nonreader and to check the students’ comprehension skills. As DepEd Order no.14 s.
2018, “Policy Guidelines on the administration of the revised Philippine Informal Reading Inventory” supports Every Child a
Reader Program, which aims to make every Filipino child a reader and a writer at his/her grade level. The Phil-IRI is used as
a classroom -based tool to measure and describe the learners’ reading performance in both English and Filipino languages
in oral reading, silent reading and listening comprehension. These three types of assessment aim to determine the learner’s
independent, instructional and frustration levels. The PHIL-IRI data shall also serve as one of the bases in planning,
designing/redesigning the reading instruction of the teachers and the school’s reading programs or activities to improve the
overall school’s reading performance.

Last September 2022, Language teachers of STAND ALONE SENIOR HIGH SCHOOL WITHIN TAGUIG
INTEGRATED SCHOOL conducted the initial group screening test to 1124 Grade 11 and Grade 12 students. Students
answered the PHIL-IRI Test Questionnaire provided by the school. After identifying who got 13 and below, stage 2 was
introduced for those who will undergo further testing. Individual Oral Reading was administered to 673 students. Out of 673
students 76% (516) students were tested independent in word recognition, on the other hand, unfortunately 76% (515)
students fell under frustration in comprehension level. Thus, prompt the SASHS-TIS to innovate reading project that will
focus on developing or enhancing the comprehension skills of Senior High School Students. The project will be the part of
the stage 3 of the proposed Reading Assessment for the Grade 11 and Grade 12 students.

V. Project Description
A. Nature of the Project

The project FRIDAY ( FOUR-STAGE READING INTERVENTION TO DEVELOP APTITUDE of YOUNG Adult
Learners), focuses on various activities and exercises that raise students’ levels of comprehension following the Four-

Stage of reading intervention guided by the Framework of Webb’s Depth of Knowledge . The process and guidelines for
systematically examining the alignment between curricula and assessments were created by Webb (1997). Educators can

Liwayway St. Sta. Ana, Taguig City

(02 8516-0150
340710@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Taguig City and Pateros
STAND ALONE SENIOR HIGH SCHOOL WITHIN TAGUIG INTEGRATED
SCHOOL
Liwayway St. Sta. Ana, Taguig City
use this body of work as a model to examine the cognitive demands made by the standards, lessons, and assessment
assignments. Each set of tasks illustrates a distinct level of cognitive demand or depth of information necessary for the
student to accomplish the task or respond correctly. Depth of Knowledge is a model to analyze how deep students think to
answer the questions and complete the activities as shown in
figure below.

Liwayway St. Sta. Ana, Taguig City

(02 8516-0150
340710@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Taguig City and Pateros
STAND ALONE SENIOR HIGH SCHOOL WITHIN TAGUIG INTEGRATED
SCHOOL
Liwayway St. Sta. Ana, Taguig City

Keywords: List, Name, Retell, Identify, label

Keywords: Classify, Summarize, Compare and

Contrast, Organize, Estimate

Keywords: Infer, Examine, Analyze,

Categorize, Differentiate, Justify, explain,
Draw Conclusion

Keywords: Defend, Decide, Support, Change,

Give your opinion, Combine ,Evaluate,
Relate, Make Connection

Recall
What
Who
Where
When

Basic Application
How did it happen?
Why did it happen?
How does it work?

Strategic Thinking
What is the cause?
What is the effect?
What is the reason?

Extended Thinking
What is the impact?
What would happen if...?
What do you think, feel, believed?

Liwayway St. Sta. Ana, Taguig City

(02 8516-0150
340710@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Taguig City and Pateros
STAND ALONE SENIOR HIGH SCHOOL WITHIN TAGUIG INTEGRATED
SCHOOL
Liwayway St. Sta. Ana, Taguig City
DOK Wheel is most aligned to the SOLO Taxonomy and its four quadrants. This should be called the HOT Wheel
or even the SOLO Wheel and could be used to plan and provide instruction that marks and measures higher order thinking.
Senior High School refers to Grade 11 and 12, normally students in Senior High School in the Philippines are
between 17 and 18 years of age and can be considered as young adults. Although Senior High Schools don’t conduct PHIL-
IRI, SASHS-TIS administered the Group Screening Test to identify if there is a learning gap brought by Covid-19 pandemic.
Unfortunately, almost 50% of the school’s total population fell under frustration in comprehension level. To close the gap
all language teachers of SASHS-TIS will discuss and administer activities/exercises focusing on one comprehension skill
every Friday during their respective time following the FOUR-STAGE Reading Intervention guided by the Depth Of
Knowledge Framework of Norman Webb. The program will run from February 2023 to June 2023. PHIL-IRI Post Test will
be administered to 673 students during the last Quarter of the school year.

B. Target Date of Implementation

February -June 202023
C. Venue
Stand Alone Senior High School Within Taguig Integrated School
D. Objectives
1. To conduct the third stage of PHIL-IRI which is the provision of Specialized Instruction/ Intervention (F.R.I.D.A.Y)
2. To enhance students’ comprehension skills by providing them different activities or exercises every Friday
following the Four- Stage Intervention.
3. To submit progress report as school documents in READING
4. To administer the PHIL-IRI Post Test to determine the impact of the intervention

VI. Implementing Schedule

1. Planning and preparation of the proposed project.
2. Preparation of the materials needed.
3. Implementation and execution of the four-stage intervention
4. Assessment and Post Test for evaluation purposes

MATRIX OF ACTIVITIES

PRELIMINARY ACTIVITY

Reading Program Convergence Presentation of the Project December 08, MOV Presentation in the Convergence
of Reading Advocates in the F.R.I.D.A.Y 2022

Division of Taguig City and

Liwayway St. Sta. Ana, Taguig City

(02 8516-0150
340710@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Taguig City and Pateros
STAND ALONE SENIOR HIGH SCHOOL WITHIN TAGUIG INTEGRATED
SCHOOL
Liwayway St. Sta. Ana, Taguig City
Pateros

Comprehension Skills Activity Target Date Expected Output

Noting Details Pretest- Exercise/Activities- February 2, 2022 Narrative Report/ Pretest-Posttest Result/
Post test Materials Used/ DLL/DLP
STAGE 1
Comparing and Contrasting Pretest- Exercise/Activities- February 17 & 24, Narrative Report/ Pretest-Posttest Result/
Post test 2023 Materials Used/ DLL/DLP
STAGE 2
Sequencing Pretest- Exercise/Activities- March 3 & 10, Narrative Report/ Pretest-Posttest Result/
Post test 2023 Materials Used/ DLL/DLP

Distinguishing Fact and Opinion Pretest- Exercise/Activities- March 17 &24, Narrative Report/ Pretest-Posttest Result/
Post test 2023 Materials Used/ DLL/DLP

Summarizing Pretest- Exercise/Activities- March 31 &April Narrative Report/ Pretest-Posttest Result/

Post test 14,2023 Materials Used/ DLL/DLP

Inferencing and Drawing Pretest- Exercise/Activities- April 14 & Narrative Report/ Pretest-Posttest Result/
Conclusion Post test 21,2023 Materials Used/ DLL/DLP

Finding the main idea, important Pretest- Exercise/Activities- April 28 &May Narrative Report/ Pretest-Posttest Result/
facts, and supporting detail Post test 5,2023 Materials Used/ DLL/DLP

Relating Background Knowledge Pretest- STAGE

Exercise/Activities-
3 May 12 ,2023 Narrative Report/ Pretest-Posttest Result/
Post test Materials Used/ DLL/DLP
STAGE 4
Self-Questioning Pretest- Exercise/Activities- May 26,2023 Narrative Report/ Pretest-Posttest Result/
Post test Materials Used/ DLL/DLP

Problem -Solving Pretest- Exercise/Activities- June 2, 2022 Narrative Report/ Pretest-Posttest Result/
Post test Materials Used/ DLL/DLP

POST TEST PHIL-IRI Post test June 9,2022 Narrative Report/ Pretest-Posttest Result/
Materials Used/ DLL/DLP

Liwayway St. Sta. Ana, Taguig City

(02 8516-0150
340710@deped.gov.ph
 Republic of the Philippines
Department of Education
National Capital Region
Schools Division Office of Taguig City and Pateros
STAND ALONE SENIOR HIGH SCHOOL WITHIN TAGUIG INTEGRATED
SCHOOL
Liwayway St. Sta. Ana, Taguig City

VII. Budgetary Estimation

Materials Needed Estimated Cost Source of Funds

Post Test Materials (Photocopy) P2000.00 MOOE

VIII. Monitoring and Evaluation

1. School head and supervisor will monitor the activity
2. At least 75% of the students who were identified under frustration level will develop their comprehension skills to
instructional and independent level.

Prepared by:

JACQUELINE S. MATILLANO
Focal, English/Master Teacher II

Recommending Approval:

JENNEFER R. MARIANO
Principal II

JOHN KEENETH M. FERRERA

Division Research Coordinator

ROWENA O. ROA
Public Schools District Supervisor-Cluster 1

Approved:

MARGARITO B. MATERUM, CESO VI

Schools Division Superintendent

Liwayway St. Sta. Ana, Taguig City

(02 8516-0150
340710@deped.gov.ph