Republic of the Philippines
Department of Education
Cordillera Administrative Region
DIVISION OF TABUK CITY
WESTERN TABUK DISTRICT 1
CALANAN ELEMENTARY SCHOOL
READING RECOVERY INTERVENTION PROGRAM
APPROVAL SHEET
CHERRY ANN A. DAMMAY
School Reading Coordinator
Noted:
JOAN M. DALILIS
Principal I
Endorsed by:
AGUSTINA N.LOMENG
PSDS - WTD1
Reviewed by:
(Division Review and Evaluation Committee -DREC)
MARIBEL M. BRAVO
EPS 1- ENGLISH
RAMONCHITO SORIANO
Chief Supervisor- CID
Recommending Approval:
FELICIANO L. AGSAOAY Jr. PhD
OIC-Asst. Schools Div. Superintendent
Approved:
IRENE S. ANGWAY
OIC-Schools Div. Superintendent
Republic of the Philippines
Department of Education
Cordillera Administrative Region
DIVISION OF TABUK CITY
WESTERN TABUK DISTRICT 1
CALANAN ELEMENTARY SCHOOL
READING RECOVERY INTERVENTION PROGRAM
I.
IDENTIFYING INFORMATION
Title:
TEACH ME TO READ FOR A BETTER FUTURE
Name of the Reading Teacher: CHERRY ANN A. DAMMAY
Name of School Head:
JOAN M. DALILIS
Name of School:
CALANAN ELEMENTARY SCHOOL
Implementation Period:
May – July 2021
Target Group:
11 pupils from Grades 1 to 6 : 1 Grade 1; 3
Grade 2; 1 Grade 3; 1 Grade 4; 4 Grade 5 And
1 Grade 6
II.
BACKGROUND AND RATIONALE :
Reading is a way of getting information and insights about something that is written.
More fully, it is a cognitive process of understanding information represented by printed and
written language. It is a way of getting information and insights about something that is
written.
Reading is important because it develops our thoughts, gives us endless knowledge
and lessons while keeping our mind active. Books can hold and keep all kinds of information,
stories, thoughts and feelings unlike anything else in this world.
Reading books aloud to
children stimulates their imagination and expands their understanding of the world.
It
helps them develop language listening skills and prepares them to understand the written
word.
Poor reading comprehension is the reason why learners can’t have good writing
skills. It leads the learners difficult to cope up with their lessons in class. To achieve the
designed program of the K-12 which is Every Child a Reader Program (ECARP), every
learner must be equipped with an intervention and strategies in reading which is suited with
this Pandemic Crisis. Therefore, this reading intervention program is designed to decrease
the numbers of struggling readers
and leads them to cope up with their lessons and to
have good writing skills.
Grade
Pupil Tested
Pretest
Posttest
Frustration
Pretest Posttest
M
M
M
F
F
1
1
2
3
4
5
6
3
1
1
3
1
Total
9
III.
OBJECTIVES
1
2
F
M
F
Reading Level
Instructional
Pretest Posttest
Independent
Pretest Posttest
M
M
F
0
0
F
M
F
M
F
1
3
1
1
1
1
7
1
2
2
2
0
1. Improve the Reading performance of the 11 struggling readers / learners from
frustration to Instructional and Independent levels.
2. To increase the general weighted average and mean percentage score of
learners in all subject areas by the end of the school year.
IV.
METHODOLOGIES
1. Drill on Phonetics
Enable the pupils to read by placing sounds together for word recognition.
Use of flashcards, charts and listening and viewing sounds through
downloaded educational videos.
2. Word Building Games
Building words activities are alternative to traditional random- memorization
of words exercises or rote reading .
3. Tutoring One-on-One Approach
In this method , the struggling readers will be taught reading by their elders
who can read during their free time or after their modules have been
answered.
V.
I.
IMPLEMENTATION PLAN
PRE- IMPLEMENTATION
Objectives
Activity/
Strategies
1. Identify reading
difficulties/level of
the pupils
-study the post
test result of
PHIL-IRI last SY
2019-2020
-Administer test
2. Identify MPS of
pupils in all four
major subjects
3.Conduct meeting - Set schedule
with the concerned of meeting
parents of the
-write letter to
children involved in concerned
the proposed
parents
Reading Program .
II.
IMPLEMENTATION
Objectives
Activity/
Strategies
1. Develop the
reading skills of the
pupils
-prepare IMs
and different
reading
materials in the
implementation
of the program
-conduct reading
remediation
activities
-conduct drill on
phonetics
-conduct word
building games
2. Develop reading - Download and
fluency of pupils
prepared
reading
materials
- Model reading
- Reading aloud
-Repeated
reading
3. Increase reading - Prepare
comprehension of
reading
pupils through HOTS materials
(Higher order
- Independent
Thinking Skills)
reading
- guided reading
- Question and
answer
4.Tap open-handed Conduct
Time
Frame
Financial
Requirement
March
2021
P100.00
Reading
Teacher,
pupils
March
2021
P100.00
Concerned
teachers
March
2021
P 100.00
Persons
Involved
School head,
reading
teacher,
Teachers and
parents
Expected
Output/
Remarks
List of
Struggling
Readers
MPS of First
and Second
Quarter
Minutes of
meetings
Attendance
sheet
Time
Frame
Financial
Requirement
Persons
Involved
Expected
Output/
Remarks
Reading
materials
May – July
2021
P2,000.00
Reading
teacher, pupils
Parents
May – July
2021
P500.00
Reading
teacher,
parents, pupils
Teachers
Pupils
motivation to
read orally was
developed
- Pupils’
confidence
increased
May – July
2021
P1,000
School Head,
Parents/
reading
teacher
Teachers
Reading
materials with
HOTS questions
May – July
P 100.00
Parents ,SH , Minutes of
donors for the
meeting with
implementation of
parents
the reading program -float request
letters
2021
III.
POST ASSESSMENT
Objectives
Activity/
Strategies
Time
Frame
1. Evaluate the
reading skills of
pupils
-prepare
July 2021
assessment
tools
-identify reading
miscues of
pupils
-conduct Phil-IRI
post test (silent
and oral
reading)
2.Assess pupils’
Administer Post July 2021
comprehension level test
through HOTS
3. Communicate
pupils’ performance
to parents
Financial
Requirement
Persons
Involved
P300.00
Reading
teacher, class
advisers,
pupils/parents/
elders
P 200
July 2021
P1 000.00
4.prepare and submit Collect, analyze July 2021
Completion/ terminal result and
report
findings
P 500.00
VI.
-conduct
meeting with
parents
reading
Coordinator
Teachers
The results and findings will be collected and collated
ISSUES AND CONCERNS
VIII.
RECOMMENDATIONS
IX.
ATTACHMENTS
X.
DOCUMENTATIONS/ PICTORIALS
PREPARED BY:
CHERRY ANN A. DAMMAY
TEACHER III
NOTED:
JOAN M. DALILIS
School Head
Expected
Output/
Remarks
Assessment
Tools
Reading
Post test result
teacher, class
advisers,
pupils/parents/
elders
Reading
Minutes of the
teacher, class
meeting
advisers,
pupils/parents/
elders
Proponent,
Completion /
School Head terminal Report
SUMMARY OF FINDINGS
VII.
meetings
List of donors
and donations