LIST OF NON-READERS_ACTION PLAN_GRADE III-MASAYAHIN.docx

RESEARCH

1. Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
TONDOL ELEMENTARY SCHOOL
TONDOL, ANDA, PANGASINAN
S.Y 2023-2024
INNOVATION WORKING PLAN on READING REMEDIATION OF TONDOL ELEMENTARY SCHOOL
I.Background of the Study
Reading plays a vital role in the learning process. It is one of the macro skills of communication that can be
correlated to the academic performance of the students. Before the pandemic, it is a common struggle for teachers on
how to uplift the reading performance of learners. It is indeed taxing for public school teachers to deliver quality
education in a new normal setting. This led our school to craft a reading strategy intervention anchored to our learning
continuity plan where learning will be implemented appropriately.

2. Pupils think all the time, but why don’t some think while they read? Maybe it is because they do not know they are
supposed to be thinking while reading. Comprehension is an essential element at all stages of literacy development.
Reading is a complex process that is extremely important to students’ academic success. According to Sloat, Beswick,
and Willms (2007), students who do not learn to read during the primary grades will probably never read well.
Furthermore, Students with low literacy skills have less access to the regular curriculum, and they are prone to poor self-
esteem, low motivation, behavioral difficulties, and academic underachievement (Sloat et al., 2007).
II. Statement of the Problem
The purpose of this Innovation working plan was to improve reading ability and comprehension of pupils of
Tondol Elementary. Pupils’ problems with reading comprehension are revealed through difficulty with one or more of the
three elements of oral fluency: automaticity, accuracy, and prosody. Fluency rates were determined through the
Functional Literacy Assessment Tool or FLAT & PHIL IRI. Comprehension was assessed by requiring pupils answer the
reading letter up to stories and answering questions about the grade level passage. Pupils reported their attitudes about
oral reading by responding to a FLAT ASSESSMENT & PHIL IRI.

3. III. PLAN/MATRIX
Phases of the
Plan
Goals/
Objectives
Activities/
Strategies
Persons
involved
Resources
Needed
Time frame Success Indicator
1. Selection and
Orientation
1. To conduct
an oral and
comprehensive
admission test.
2. To provide
students and
parents with an
overview and
background on
remedial
reading to
encourage and
promote their
children's love of
reading.
1. Students
who will be
enrolled in
a remedial
reading
class are
chosen
and
identified.
2. Parents
and
learners
are being
orientated
through
letters,
online
conferenc
es, and
conversati
ons.
Principal,
Grade
Teacher, and
Adviser
Principal,
Grade
Teacher, and
Parents
SEPTEMBER
2022-PRESENT
The reading level of
95% of the students
must have been
determined.
100% of parents and
learners have been
orientated and
acquainted with the
reading program

4. 2. Conduct 1. To determine
the pupils'
reading level by
administering a
Pre-Test
2. Students'
reading
competence
will be increased
and improved
via the use of
engaging
exercises.
1. Pre-Test
is used to
assess a
student's
reading
level.
2. Reading
Assimilation
Interventio
ns include
the I Love
Reading
Program, A
Page A
Day, the
Marungko
Approach,
and
synchroniz
ed online
reading
Class adviser,
teacher, and
students
Class adviser,
parents, and
students
Pre-Test
Questionnaire
PHIL-IRI (Grade 4-
6) &
FLAT (Grade 1-3)
-Oral reading of
the story
-Answering of
comprehension
question
a. Basic Sight
words flash on the
wide screen
b. Printed story
materials
c. SRA kit and
power builders
d. reading
materials and
story power point
presentation
October-
November
Reading Diagnosis
Reports and Student
Profiles
Students' full
involvement and
parental cooperation
are required.

5. 3. To improve
reading skills
and instill in
children a sense
of personal
responsibility for
their own
success.
4. To increase
parental and
guardian
support and
cooperation
with the reading
program.
3. Reading
every day
under the
supervision
of parents,
guardians,
or
households
.
At home,
providing
and using
printed
short stories
and other
literacy-
related
teaching
resources,
as well as
recorded
video and
audio
reading
materials.
Students, class
adviser, and
parents,
guardians, or
households
Class Adviser,
students, and
parents
Appropriate
reading
resources,
instructional video
materials, DRP-
Developing
Reading Power,
and Evaluated
reading materials
are all examples
of appropriate
reading materials.
Reading books,
short stories, and
other literacy
resources, as well
as audio and
video recordings
of reading
materials
Through a variety of
exercises, 100% of the
students' reading
abilities have
improved.
Students' full
involvement and
parental cooperation
are required.

6. 3. Final EvaluationTo evaluate the
improvement of
the student’s
reading
proficiency
Evaluation
of student’s
reading
level and
comprehe
nsion
Class adviser
and students
Experts examined
the materials for
the reading test.
Oral and written
reading tests were
administered after
the post-test.
Report on Mean and
proficiency level
Prepared by:
Approved by:
RIZALYN C. FAJARDO
MARIA MILAGROS B. MICU, EdD.
Teacher II
Principal I

7. Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
TONDOL ELEMENTARY SCHOOL
TONDOL, ANDA, PANGASINAN
S.Y 2022-2023
PROPOSED PROJECTS/PROGRAMS FOR READING REMEDIATION
Programs/
Projects
Description of the Project Objectives Strategies/ActivitiesTime Frame Persons
Involved
Expected
Outcomes
A. Learner’s
Development
HEAL Honing the English Ability of
Learners in Reading
This program seeks
to help slow, and
non-readers improve
their reading skills.
-At the start of the
school year,
administer an oral
reading test.
-Provide guide
questions to gauge
the pupils'
understanding of the
NOVEMBER
2023-MAY
2024
Teachers
Learners
Parents
At the end of the
school year, the
number of slow and
non-readers had
decreased.

8. reading material.
Project E
Cubed
Evaluation of English Education This program aims
to teach English
skills using a variety
of strategies.
To improve their
reading
comprehension,
provide reading
materials such as the
Self-Learning Kit
(SLK) or Localized
and Contextualized
content, as well as
questions for the
learners to answer
during their break
time.
School Head
Teachers
Learners' English
proficiency levels
have improved.

9. B.
Curriculum
Development
Project
I MATTER
Instructional Materials Through
Teaching Reading
This project aims to
develop
contextualized and
localized reading
materials for use in
teaching.
-Make use of the ICT-
based reading
models that are
available.
-Start a campaign
called "Donate A
Book."
-Encourage students
to use their school or
home libraries for
research and other
activities.
NOVEMBER
2023-MAY
2024
School Head
Teachers
Instructional or
reading materials
that are assured to
be of excellent
quality
C. Faculty
Development
Project BESTBuilding
English
Skills
through
Training
This is intended to
discuss teaching
ideas and improve
competency levels.
-Convene a School
Learning Action Cell
(SLAC) to discuss
how to teach basic
reading skills.
- Make use of the
best practices that
have been acquired
in teaching
developmental and
remedial reading
School Head
Teachers
MOVs for the
project include
meeting minutes,
narratives, and
accomplishment
reports.

10. D. Physical
Development
TES
READING
CORNER: A
HOME OF
LEARNING
TES READING CORNER: A HOME
OF LEARNING
This activity is to
establish and
maintain a reading
nook in every
school, as well as at
home.
Obtaining educational
materials or
resources
Setting up a reading
nook
School Head
Teachers
Parents
Volunteers
Reading corner
Picture with caption
Prepared by:
Approved by:
RIZALYN C. FAJARDO
MARIA MILAGROS B. MICU, EdD.
Teacher II
Principal I

11. Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
TONDOL ELEMENTARY SCHOOL
TONDOL, ANDA, PANGASINAN
S.Y 2022-2023
List of Struggling Readers
NAME OF PUPIL
ANDRADE,JUNIX ELIAN, ANTIVO
CASPE,VJ, SAN JUAN
CELESTE,ANSEL RENE, VILLAFUERTE
CELESTE,SHANE MICHAEL, CAALIM
DE GUZMAN,LORD AIZEN, CRUZ

12. ARIOLA,DANICA, CAOLE
BAUTISTA,EDJEN, -
CARDAÑO,PRINCESS AIRA, ARGONDIGUE
JAPSON,PRINCESS KYLA JANE, GATCHALIAN
NAVAL,JENNY ROSE, GABRILLO