Republic of the Philippines
DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OFFICE URDANETA CITY
CAYAMBANAN NATIONAL HIGH SCHOOL
Urdaneta City, Pangasinan
------------------------------------------------------------------------------------------------------------------NARRATIVE REPORT ON
READING SUPPORT ACTIVITIES IN ENGLISH AND FILIPINO
SY 2020-2021
In line with the Basic Education Learning Continuity Plan (BE-LCP) under
DepEd Order No. 012, s. 2020, the primary line of defense of the Department of Education in
combating the basic education challenges imposed by the existing new normal brought
about by the coronavirus disease 2019 (COVID-19) pandemic, activities were launched in
support of the new normal teaching and learning.
A. Assessments
In November, a month after the official opening of classes, every English Teacher
in Cayambanan National High school conducted the Pre-Reading Assessments for Grade 7
to 12 using the PHIL-IRI -Based Assessment Tool. The objective of this program is to
determine the reading comprehension and fluency level of the students. To determine the
reading comprehension level of the students, an online reading test was made available for
students who have access to the internet and for hardcopies, the reading tests were
produced and distributed by advisers on the day of retrieval of modules/activity sheets. For
fluency, the division prescribed the number of student sampling for each level who will be
assessed in terms of pronunciation, enunciation, elocution and artciulation. Students were
chosen in simple random and they were advised to send a recorded video or audio of their
reading to their respective reading teachers assigned to them. The benefit of this activity, we
teachers, can easily identify students, in their particular domain which they can fail to
exhibit / perform. The activity was spearheaded by Nida P. Masangcay, Head Teacher III,
who further made verification assessment preceding result consolidation.
Based from the result, there was no identified non-decoder during the pre and post
reading assessment. In the pre-reading fluency assessment, the identified grade levels to
have significant number of frustration readers are grades 7 and 8. In grade 7, there were
four (4) identified frustration readers, eleven (11) instructional readers, and only twelve (12)
independent readers for a total of 27 students assessed in fluency. Moreover, in grade 8,
three (3) students were frustration readers, eighteen (18) instructional readers, and thirty
(30) independent readers for a total of 51 students assessed in fluency. Fortunately, the
seven (7) students identified as frustration readers in fluency have improved through
immediate action of online reading tutorials conducted and the improvement was reflected in
the result of the post-reading fluency assessment conducted from June 7-30, 2021 showing
that there are no longer students who fell under frustration level, consequently, the number
of instructional and independent readers have significantly increased.
The pre-reading comprehension assessment was also conducted using the Phil-IRI
tool as primary assessment tool for Grade 7 to 12. The result shows significant number of
frustration readers coming from grade 7 and 8. Accordingly, there are fifty-four (54) grade 7
students out of ninety-eight (98) who fell under frustration level when it comes to
comprehension. Moreover, grade 8 has been identified to have the most number of students
who needs intervention in comprehension, out of one-hundred thirteen (113) students, sixtythree (63) students fell under frustration level in the pre- reading comprehension
assessment. Fortunately, this number has improved as reflected in the post reading
assessment conducted in June. With the efforts made by the reading teachers, inspired by
our former principal Mrs. Arsenia T. Manuel and the unending support of our Head Teacher,
Nida P. Masangcay, interventions were implemented despite the challenges of distance
learning. As a result, from fifty four (54) frustration level students in grade 7, it is down to
eight (8) in the post-reading comprehension assessment whereas in grade 8, from sixtythree (63), it is down to seven (7) frustration level students in the post-reading
comprehension assessment.
B. Programs and Activities
In the English Department, project UnCore (Unpacking of the MELCs into
Objectives with one anchored in developing Reading skills)
in reading was
implemented which aimed to further develop the reading skills of the students of
Cayambanan National High School and most importantly to continuously secure that the
learners, the hope of our nation, obtains the quality education amidst the pandemic.
Learning Action Cell was also conducted as part of the action plan in support of the said
reading intervention, it also acts as a teacher’s development activity which ensures that
teachers are providing quality basic education which is accessible and responsive in the new
normal.
Likewise, wide range of interventions has already been laid down by the Department
of Education so as to address the peculiar needs of the students while facing this
challenging times. Exploring different modes of learning such as modular-based and mediabased interventions has already been tried out so as to secure that learning can still transpire
even in the four corners of our home and that it can be achieved without sacrificing the
health, safety, and welfare of students, and other concern individuals.
In the modular-based learning modality, learning tasks include reading atleast one
Filipino language-based story every week, given that it is related to the competency to be
achieved for that week, this is known as the QuaranRead. Interventions in reading also
include online tutorials, depending on the local health conditions, the availability of
resources, and the particular context of the learners in the school or locality. In the mediabased learning modality, it is encouraged and taught as part of the learning task in their
module to watch the Filipino and English subject lessons featured in the DepEd TV channel,
providing the students with the timeslots for every grade level to which a learning episode
will be aired or televised. SDO Urdaneta also launched a Filipino poem writing contest, to
which the students of Cayambanan National Highschool participated enthusiastically.
Screening atleast 70 poem entries submitted by students from each grade level.
Moreover, the role of the community where these learners came from being very
indispensable in the learning of students. Thus, collaborative programs with the community
have been conceptualized after prior coordination with the different stakeholders.The
Parents, Students and Alumni Assist in Reading Tutorials (PSAART), a program in
collaboration with immediate stakeholders and Reading Alternatives through Barangay
Cayambanan Council Engagement
(RACE), in partnership with the SK and Council
members in coordination with the School Reading Coordinator and the Committee on
Education Chair who happens to be the SK Chairman of Cayambanan. Both programs aim
to give a hand on assistance to learners with difficulty in reading at all levels through tutorial
and fun activities.
C. Capacity Building
To be effective English / Filipino Teachers and reading Teacher as well. The following
seminars were attended by the Cayambanan NHS language teachers:
DIVISION LITERACY INSTRUCTION TRAINING
IN-SERVICE VIRTUAL TRAINING “VIDEO EDITING TECHNIQUES IN PRODUCING QUALITY VIDEO
LESSONS”
IN-SERVICE VIRTUAL TRAINING “TECHNOLOGY INTEGRATION AND ISTRUCTIONAL MATERIALS
DEVELOPMENT/PREPARATION IN ENGLISH LANGUAGE”
MANAGEMENT OF SCHOOL READING PROGRAMS AND ELLN DIGITAL LITERACY 2021
SECOND VIRTUAL IN-SERVICE TRAINING “THE WISDOM BEHIND GRAMMARLY”
SECOND VIRTUAL IN-SERVICE TRAINING “TROUBLESHOOTING EQUIPMENT AND DIGITAL DEVICE
AWARENESS”
SECOND VIRTUAL IN-SERVICE TRAINING “CREATIVE TEACHING AND TEACHING CREATIVITY FOR
DISTANCE/REMOTE LEARNING”
WEBINAR SERIES ON TEACHING GRAMMAR COMMUNICATIVELY IN THE PHILIPPINES (TGC)
The seminars were facilitated by different speakers from the division and also in the
region where Identifying various difficulties in basic learning skills brought about by certain
problems like behavior and even physical where in learning competencies for effective
teaching was emphasized. The specific skills constituting these competencies shall develop
in communication situations using many and varied materials to the point of mastery and of
course the main purpose of those seminars are for students’ development not just in reading
but numeracy as well.
D. Summary:
This narrative report tells about our experiences during school activities and training
for Reading Program. The knowledge, learning or insights, the experiences and learning
we got were truly remarkable.
From these gestures, we the Reading Team / Teachers experience how to handle
and adjust to different personalities, characters, the comprehension level of our pupils, we
could say that in dealing children, we should be fair enough and have more patience for the
slow learners. Through this experience, we have developed interest, loyalty and
perseverance to teach our learners to read and to eradicate non-readers in class.
E. Conclusion:
From all the experiences derived through teaching reading, we can conclude that
these experiences played a great help to the reading teachers both personal and social
development in teaching. In this new normal teaching, we must exercise fair treatment
with students in order to develop and strengthen good relationship being established with
them. By involving all subject teachers in the intervention implementation and using
strategies that is applicable in the new normal. Teach with a smile, develop good rapport
with students, don't let them feel resistant to approach us, and teachers and encourage
them to feel free to participate in reading activities.
A. Assessment
B.
An online reading test was answered by students who have access to the internet but
hardcopies of the reading test were still distributed. Students chosen in simple random
were advised to send a recorded video or audio of their reading for fluency assessment.
B.
Programs
and
Activities
School based LAC sessions were conducted as part of
teacher’s development activity and as support to the
reading intervention implementation.
The QuaranRead, also known as the stay at home, read
at home movement. Students of Cayambanan NHS
took part in it by reading atleast one story everyweek
together with their parents.
Weekly Online Reading Tutorials or
Online Pagbasa in Filipino were
conducted by the reading teachers.
Focused mainly on the students who
fell under frustration level in both
fluency and comprehension
Students watching reading lessons from the READCUER Channel on youtube as supplemental activity for
the lesson and as support to the Division’s initiative.
Use of VocaBooks as part of student’s reading activity
which enhances mainly their vocabulary and word
recognition.
C.
C.
C. Capacity Building
Reading Teachers participating in
the different webinars, trainings
and workshops conducted
virtually.
Prepared by:
Reviewed by:
WANDA DANZELLE C. CRISOSTOMO
School Reading Coordinator
NIDA P. MASANGCAY
Head Teacher III, English/Filipino Department
Approved:
GINO T. ASPIRAS
Principal II