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Reading Program Narrative Report

The document summarizes the implementation of a reading program for elementary and secondary students. It describes teaching letter sounds using pictures, blending sounds, sight word drills, and one-on-one reading sessions. Assessment after two months found most students had improved from below letter level to letter level reading ability in the local languages and English. The program aims to continue guiding students through practice to further improve their reading skills.

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28 views

Reading Program Narrative Report

The document summarizes the implementation of a reading program for elementary and secondary students. It describes teaching letter sounds using pictures, blending sounds, sight word drills, and one-on-one reading sessions. Assessment after two months found most students had improved from below letter level to letter level reading ability in the local languages and English. The program aims to continue guiding students through practice to further improve their reading skills.

Uploaded by

pasionbaranganmes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Narrative Report on the Implementation of the Reading Program

Reading is one of the four language skills or known to be as macro-skills. It is the most
important skill for a child to master. Reading unlocks every other subject. When they became a
good reader, they have the ability to excel in anything that they wish to explore.

Reading is crucial concern of the Department of Education and the


______________________________. Hence, Executive Order No. 21 was signed known to be
the Read and Lead: Developing a Community of Readers. It is a literacy and continuing
education program of ___________________. It primarily aims to assiss learners needing
intervention guided by the teacher aides who are in support to Brigada Pagbasa and Deped
Region I Reading First. Teacher Aides are assigned to eleven elementary schools and two
secondary schools. They are to guide and assist learners needing intervention as identified by
the school.

I am assigned to ___________________________. It is located at


_____________________________________There is a total number of forty-nine learners who
are enrolled in the program. The learners have a reading level of below letter level and letter
level.

During the first two months of the program, I introduced the sounds of letters. The
cornerstone of learning to read effectively is learning the letter sounds and acquiring the innate
ability to instantly decode and recognize words. I used the Marungko Approach as a guide in
the chronological order of the teaching the letters and its sounds. To do this, I show pictures of
object that they see almost everyday starting with the target letter sound. The learners give
the name of the object being shown. Then, we also do counting the syllable the word has. The
learners clap their hands, stomp their feet or tap the table as they say the word to count the
syllables. The learners have fun doing this activity as it involves them physically and mentally.
They have fun counting and trying to clap again when they give different answer.

I give opportunity to the learners a sharing time. This activity is given for them to share names
of objects starts with the sound being taught. It is quite fascinating to see learners make words,
moving their lips as they produce the sound. Some of the given words are real and non-sense
words.

On the other hand, we try to blend two sound learned together to make a syllable. For
instance, /m/ + /a/ makes the ma syllable. I used flash cards for this blending activity. To do
this, I start with modeling the sound. I say the sound of the two letters and blending it. The
learners then are to join me in producing the sound and blending it. Then, the learners put the
two sounds together and read it on their own. For practice and mastery of the skill, this has
been a day to day activity. Moreover, I integrate blending three letters to form closed syllables
such as mam, Sam, sis, mis. This will prepare them to read easily English CVC words. Closed
syllables are more reliable and familiar to our learners. Closed syllables make up about 50% of
the syllables in the English language and also use the short vowel sounds.
After extensive practice, teaching the learners the CVC words which are by family integrating
the Dolch Sight Words. Everyday we have a drill on Dolch Sight Words that they are to
encounter in the phrases and sentences we will read. In teaching the CVC word I used the flip
book wherein I change the onset of the word only.

I cannot erase the fact that there are really learners who are hard at grasping the lesson. To
help more the learners, I tried to used the ES Claveria Reading Technique.This technique uses
common pictures related to the syllables so it makes the work easier for the teachers to get the
attention of the learners. In this technique, I first introduced the picture and their names. The
learners will familiarize themselves to the pictures and ask them what is the first thing we say
on the the word lapis. I can see the magic of the this technique because they are able to read
the words I asked them to read. Repeated instruction and practice for them to have mastery.

Another, I used the Peer- Assisted Learning Strategy. Peer Assisted involved two learners, one
fast learner and slow learner reading and helping one another. The fast learner assists his or
her classmate to read. Moreover, I have one on one reading sessions on each learner. Every
learner is unique. They have different capabilities. Another, reading the text aloud to the
learners. Reading aloud helps students learn how to use language to make sense of the world;
it improves their information processing skills, vocabulary, and comprehension.

To make the reading session more engaging and fruitful, I give the learner words of
appreciation and star after their reading session. It is a reward for them for trying their best to
read what are given to them

During the last validation for the reading level of learners, for MTB, there are two letter level
learnersremained, zero below letter remained. In English, there are still twelve letter level
learners remained and zero below letter remained while in Filipino four letter level learners
remained.

The program is still on going and hoping for these learners to improve more through guidance
and practice. Teaching how to read takes a lot of patience, perseverance and positivity on both
part of the learner and the teacher. Patience to keep reading again and again until mastery is
achieve. Even when it is hard, you keep on going and being positive on yourself that you can
and you will be able to read better.

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