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1. CONTINUOUS IMPROVEMENT program PROJECT S P E E D ( S alabutan P aabtikon E nsaktong E nsayo D asigon ) Tubod Elementary School, Candijay

2. i 2 The CI Team ( Tres Rosas) Step 1 Picture Here Team Leader Picture Here School Head/Consultant Jacinto B. Amoguis Communication Officer Gretchen B. Becera Scribe Leoncia O. Amolato Team Leader Josefina B. Hinacay Process Observer Emilie C. Busaco Process Owner Ma. Luisa L. Cunado School Head/Consultant Julita I. Balatero DocumentIion Officer

3. School Profile 3 Name Of School : TUBOD ELEMENTARY SCHOOL Type of School : Elementary Non-central Enrolment : M- 71 F-67 T-138 No. of Teachers : 7 Location : Tubod , Candijay , Bohol School ID : 118128 Special Feature : Consistent CVRAA Qualifier Swimming Event Year Established : 1951

4. Project Background Learning to read in the first years of primary school is critical to retention and success in future grades. Literacy is the cornerstone of development. It leads to better health, better employment opportunities,safer and more stable societies. Based on the result of the District Simultaneous EGRA Pre-test Assessment in Grade I administered last September 23, 2019, it came out that out of 20 pupils, only 3 pupils had passed in Sub-Test 5 , non-word reading. 4

5. School Performance Background 5 This project aims to develop pupil’s mastery in reading non-words. T he seventeen (17) Grade I pupils who are the respondents of the project were selected due to lack of mastery in reading non- words in Sub-Test 5 in EGRA.

6. Current State Process Details Step 3 Motivation by showing pictures and asking questions. Matching words with pictures individually Reading set of Non-words by group 6 Remedial Process in reading non-words 7 out of 12 pupils mismatch the words with the picture 5 o ut of 12 pupils were able to achieved the required speed 15 mins 10 mins 10 mins 5 mins 25% of the class was motivated Reading stories Drill on reading words Using flashcards Reading of words written on the board 6 of the pupils were roaming around while others are talking with each other.. Flashing old flashcards .Using long stories It was prepared during the time of giving the work . 15 mins

7. Objective Statement There are 7 out of 17 Grade 1 pupils who have not mastered the non-words reading based on the assessment given during the remedial class conducted on October 7 , 2019. Step 4 7 Focused Problem Statement 10 out of 10 (100%) Grade 1 pupils can master the non-word reading by the end of February, 2020.

8. Comparison of Process Performance PILOT ROLLOUT 8

9. Voice of the Pupils Pangutana : Nganong dili pa man ka lihiro mubasa og mga imbentong pulong ? No. of Frequency Kay makalimot man ko sa ubang mga letra . 13 Maglisod paman ko . 7 Kay di man ko tudluan sa balay . 2 Kay di man ko magtuon sa balay . 1 Di man maklaro ang gipabasa ni mam daan n kayo 2 Continuous Improvement Step 2 9

10. AFFINITY DIAGRAM 10 Nganong hinay paman mobasa ang uban nimong mga sakop ? Learning Application Learner’s Perspective Instructional Materials Teaching Methodology • Daan man ang gigamit nga basahon . • Walay mastery sa tingog sa mga letra . . Walay follow up sa ginikanan • Kay makalimot man ko sa ubang mga letra • Maglisud paman ko . Kay di man ko tudloan sa balay . • Kay di man ko magtuon sa balay . Kulang ko sa mga instructional materials. • Di ko hanas mo gamit ug ICT assisted instruction. Di ko kayo kamao mogamit og computer. . Kung mag conduct ko ug group activity, dili mo participate ang uban kay kuwang sa kadasig . • Dili ko permi mogamit ug cooperative learning strategy kay gubot ang mga bata. • Wala ko kaayo naga apply sa mga binag-ong pamaagi sa pagtudlo .

11. Step 5 Why-Why Diagram 10 out of 17 Grade 1 pupils have no mastery in non-words reading Learning Application 11 Man related Learner’s Viewpoint Instructional Materials Teaching Methodology Lack of interest Only few participated during the conduct of group activity. A pplication of the ICT assisted instruction not utilized. Little knowledge on reading simple words Difficulty on sounding out the letters in a word Poor mastery on letter sounds Differentiated activities were seldom used. Outdated instructional material s Traditional used of Teaching Strategies Little technical know how on the use of computer. Inattentive during discussion Lack of retention Prefer to use the conventional materials in teaching

12. Priority Valid Causes Poor mastery on letter sounds Lack of interest Outdated instructional materials Traditional used of Teaching Strategies Step 5 12

13. Future State Process Details Step 6 Enhanced Remedial Process in reading Show video clips on letter sounds to arouse the interest of the learners. Apply group activities through collaborative learning. Reading of non-words individually to monitor the speed and accuracy Improved Step 13 Conduct interactive group activities such as games through the use of localized instructional materials and power point presentation. Drill on letter sound using colorful and laminated flashcards Reading short stories using attractive big books

14. Recommended Improvements Step 6 14

15. Pilot Learnings Step 8 There should be a mastery of the letter sounds to make reading of non-words easier and simpler. The process on how to pronounced every letters in a word affects the reading. Through the use of varied colorful, attractive and eye catching instructional materials especially the use of ICT assisted instruction, LEARNING takes place easily. Teachers should adopt to the modern trends in teaching to make learning more meaningful and effective. Consistent proper and constant drill on reading makes perfect. The use reward system is a helpful strategy to aspire learning. 15

16. Project Closure Next Steps Continue implementing the project until April 2020 and in School Year 2019-2020. Conduct CI Project in Grade 2. Allocate budget for the continuation of the CI Project from school MOOE and stakeholder’s support. Step 10 16

17. Thank You!!! Continuous Improvement 17