Republic of the Philippines
Department of Education
Region ___
SCHOOLS DIVISION OFFICE OF ___________________
NARRATIVE REPORT ON CATCH UP FRIDAY READING
I. INTRODUCTION
Everyone is aware that reading is a tool for obtaining information from written words and letters.
A person can read by sight, sight, or touch, as in the case of a vision-impaired person reading
Braille.
In reality, reading is a multi-step, difficult process.
Although reading in the classroom can take many different forms, it is frequently utilized to
introduce new grammar or vocabulary terms.
Reading involves word recognition at its most fundamental level, from simple letter recognition
to understanding how certain words are formed to understanding what each word means in
context of a text as a whole.
We can state that reading is a crucial component of schooling. The key to teaching reading in a
classroom is understanding what we are reading, which is undoubtedly the major goal.
"Reading is key to operate in today's society, it is a crucial ability in finding a good career, and it
is significant since it develops one's mind," claim the creators of English Expressway Book.
Reading is a vital ability that needs to be developed in youngsters since it can open up new
worlds and enrich lives. It is magical thinking to believe Janet Emig's (1983) teaching
philosophy that "The pupils learned because we teach."
On Earth it is generic, practical, or theoretical, therefore most of the time there won't be any
unique restrictions involved. Reading is crucial perhaps because spoken and written words are
the foundation of life. The words you learned to read have created who you are today.
II. IMPLEMENTATION / ACTIVITIES / OBSERVATION
Every Grade teacher at every school administered the School Reading Assessment (SRA) to
Grade I students during the August 2022 enrollment period. The goal of this program is to assess
a child's level of reading readiness.
As a result of this activity, teachers can quickly identify students who have demonstrated or
performed poorly in a certain domain.
The class reading pre-test for both silent and oral reading in English and Filipino was
administered by Eshmael Elementary School teachers to students in grades two through six last .
After the eight-week program concluded the last week of _________, the grade one teachers
immediately gave their students the Pre-test in Reading for Oral and Silent in English and
Filipino.
On _________, Araw ng Pagbasa, students in grades I through VI participated in a reading
activity. The DEAR Program (Drop Everything And Read) and story telling/reading were
adopted by some teachers.
III. SUMMARY, CONCLUSION AND RECOMMENDATION
This narrative report describes our experiences in class and during district events and reading
program seminars. The knowledge, insights, experiences, and learning that we gained are simply
amazing.
We, the Reading Team/Teachers, learn how to deal with various personalities, characters, and
comprehension levels through these gestures. As a result, we can state that while dealing with
students, we should be fair enough and have greater patience for the slow learners. In order to
teach our students to read and eliminate non-readers from the classroom, we have developed
interest, loyalty, and perseverance through these activities.
Conclusion:
We may infer from all the experiences gained through teaching reading that these experiences
were extremely beneficial to the reading teachers' professional and social growth.
One can grow as a person and strengthen the positive relationship they have with them by
treating students fairly. The attention of the students can be quickly captured and the lesson
delivered effectively by employing visual or audiovisual aids as well as the reading center and
reading instructional gadgets.
Smile when you're teaching, establish relationship with the students, and don't make them feel
reluctant to come up to you. Encourage children to participate in reading activities at any time.
Recommendation:
The following steps are advised based on the findings made previously:
A. Those in charge of administration, the head teacher, or the school must:
1. Support reading - Provide facilities, reading materials, and send teachers to seminars to
improve their English and Filipino communication abilities.
2. By holding a seminar specifically for parents at the school level, you may encourage parents to
participate in the reading program.
3. Acknowledged the work of reading teachers. Encourage and motivate them so they will feel
more inspired and self-assured about the efforts they have done.
B. Reading instructors need to:
1. Learn the most recent approaches, methodologies, and teaching practices for teaching reading
comprehension:
2. Give them plenty of opportunity and encourage them to express their thoughts in class ( ex.
story retelling, debate or smart - talking).
3. Make an effort to help the sluggish learners:
4. Have a session of peer tutoring.
5. Improve the students' capacity to respond to HOTS or why-and-how queries.
6. Have the heart of a mother to students, guiding them to read properly and hone their reading
skills.