Reading-Intervention-Project-Proposal-2022-Edited-2.docx
- 1. Department of Education Region X Northern Mindanao Division of Lanao del Norte Maigo National High School Maigo, Lanao del Norte READING INTERVENTION PROJECT PROPOSAL FOR S.Y. 2022-2023 Title: 1. DEAR Program (Developing and Enhancing Active Reading) 2. E-READ (Education thru Reading Enhancement for Academic Development Contact: MAIGO NATIONAL HIGH SCHOOL ADMINISTRATION, LANGUAGE (ENGLISH AND FILIPINO) TEACHERS Proponent: ENGLISH DEPARTMENT OF MAIGO NATIONAL HIGH SCHOOL Proposal idea: Reading comprehension is the key to understanding all subject areas. If students or learners have poor reading comprehension, they will have a hard time answering their Self-Learning Modules. It is imperative, therefore, that Maigo National High School will implement Reading Projects: A. DEAR Program (Developing and Enhancing Active Reading), B. E-READ (Education thru Reading Enhancement for Academic Development where, despite the COVID-19 pandemic, students can still learn and enjoy gaining knowledge through reading. Objectives: These Reading Intervention and Enhancement Programs have the following specific objectives: 1. Enhance the reading ability of the students; 2. Develop among students the importance of reading and its benefits; 3. Increase students’ participation and in handing their answers to the Self-Learning Modules’ Activities and Performance Tasks. 4. Increase comprehension level among students;
- 2. 5. Ease of lesson delivery among subject teachers, and; 6. Increase student’s performance. Project Location and Procedures: Teaching reading comprehension to non-readers and frustration level readers today is different from the past. Teachers need to focus on extensive comprehension instruction with all students, not just successful readers. This action plan will investigate reading comprehension level of Grade 7 students. They have undergone reading assessment test through the use of the Phil- IRI to know their level of reading performance. After finding out their reading levels, the teachers (both English and Filipino teachers will be conducting reading intervention program after their limited face-to-face classes. 1. DEAR Program (Developing and Enhancing Active Reading) For Project “DEAR”, language teachers will conduct a weekly reading intervention to slow readers. The teachers will pick out struggling readers and give time for reading sessions by schedule and assist the readers while reading a short story after their limited face-to-face classes. Teachers will monitor the progress of the students weekly and by the time the struggling readers show improvement, they will be given reading texts suitable for their improved reading levels. 2. E-READ (Education thru Reading Enhancement for Academic Development All the teachers will incorporate or integrate reading in all subjects through online media platforms weekly. For instance, Math teachers will encourage students to read the word problems and students will analyse the word problems, Science teachers can use the reading texts in Science to have a reading sessions with the students in their Group Chats to enhance reading comprehension, and lessons can be presented using digitized reading materials, and so on. Activities Undertaken: 1. Conduct of Phil-IRI to identify reading levels of Grade 7 Learners (August 2022 during Brigada Pagbasa/ Brigada Eskwela 2022) 2. Reading Remediation (Online and limited face-to-face) August to September 2022 3. Lesson Simplification for Struggling Readers
- 3. ACTION PLAN ON READING INTERVENTION FOR STRUGGLING READERS (RISR) S.Y. 2022-2023 (A weekly remedial reading program intended to make the struggling readers be proficient readers) Phases of the Goals/Objectives Activities/Strategies Persons Resources Time Success Institutionalization Involved Needed Frame Indicator Phase I: Pre-Implementation 1. To provide 1. Selection and Principal, Head Phil-IRI August 2022 Level of Support entrance Classification of Teacher in (Test to the Program SELECTION examination which students who will English, Grade Questionnaire) and Community /Family Profiling Questionnaire (Conceptualization of includes Oral Test undergo on the one- 7 Teachers, the Remedial Reading and Reading week Remedial and Remedial and Selection of the Comprehension Test Reading Class Reading Remedial Reading Teacher Class) 2. Information 1st week of Level of ORIENTATION 2. To give orientation dissemination and Remedial Letter to Parents September Acceptability (Orientation and on the nature, Orientation of parents Reading Contact Number Introduction of the scope, and rationale and students through Teacher, one-week remedial of the remedial letters and personal Students, and reading program) reading to students conversation. Parents and parents for
- 4. familiarity and to stimulate students love for reading. Phase II: Pre-Test Implementation Proper 1. To assess the 1. Assessment of Remedial Questionnaire August 2022 Reports on reading level of the students’ reading level by Reading Photocopies of Reading CONDUCT students through giving Pre-Test (Phil-IRI) Teacher, and Story Diagnosis (Actual giving Pre-Test Students Oral reading of Implementation of the the story Remedial Reading Answering of Program) comprehension questions 2. To increase the 2. Adoption of September reading proficiency Reading Remedial a. Basic Sight 4, 2021 Maximum of students by Intervention such Reading Words Flash on the Participation of presenting engaging as: Teacher, and Wide screen the students activities Students DEAR b. SRA kit and E-READ power builders SRA c. word game: Scrabble
- 5. d. viewing of reading activities/ 3. To encourage a 3. Embracing Exercises through online communication November sense of personal reading even at 4, 2022 Satisfactory in responsibility for home with the Student and Reading short Analytic Scoring one’s own progress. guidance of the Relatives fables and legends. Rubric parents, sisters, or brothers, etc. Phase III: Post-Implementation 1. To evaluate the 1.Evaluation of students’ Reading Furnish Post Test: November, Report on Mean improvement of the reading level Teacher and Oral and Written 2022 and Proficiency FINAL EVALUATION students’ reading Students Reading Test Level (Diagnosis) proficiency Results: The students are expected to become more enthused into reading and learning. They will access various reading and learning materials easily to aid them in learning through online platforms. They will also become independent readers with the help of the Reading Interventions and Enhancement Programs. Users: Students and learners can gain access to the learning materials in online platforms and students can feel that the teachers are still here to care for their needs in reading.
- 6. Impact: As a result and impact of this project proposal, its outcome or impact will be beneficial among the students by increasing their comprehension level through decoding meaning and by using short selections that could capture their attention. It is therefore, projected that there will be positive result in students’ participation in other subject areas, since they are likely to be motivated to participate in the class lectures and activities since most of the subjects uses English as the medium of instruction. Also, learners will be able to be comfortable in learning new lessons using online platforms on their own pace. Funding source: School’s MOOE Partners and roles: The Local Government Unit of Maigo, Lanao del Norte may be one of the sponsors of these Reading Programs. Goods and monitary requirements are necessary for the realization and implementation of the Reading Intervention Programs. Budget and duration estimate: Materials Quantity Cost Labor Cost/ Fare from School to Brgy Duration Books, reading materials reproduction Estimated 50 copies Php 1000 Php 50 per teacher September 2022- November 2023 Project duration: School Year 2022-2023 Prepared by: Alleli Faith P. Leyritana (Reading Teacher/ Phil IRI Administrator)