Republic of the Philippines
Department of Education
Region VI- Western Visayas
DONATO M. PISON SR. MEMORIAL SCHOOL
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 Catch-up Friday Reading to Grade I - 12 students
during the second quarter of the school year 2023-2024. The goal of this program is to assess a student's
level of reading readiness and enhance their reading skills
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
KKK Elementary School teachers to students in grades two through six last .
After the eight-week program concluded the last week of January 19 , 2024, 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.